Learning Journey...

Story Marathons... Here it comes again!!!

2012-02-18T14:08:00.000+08:00

This is one of the few activities that I like... and I hope the same applies to the students who have participated in such activities!

Started introducing this to the Y2010 batch of Sec 1 (S1-01), which was my very first attempt. The initial idea was really more for fun, and definitely, I believe it's a platform for the students to exercise their creativity and to think out of the box, which many of us are comfortable with the status quo. Well, the Red Riding Hood story with a Twist generated some pretty interesting story line. This was continued in the 2nd year with Y2011 Sec 1 again (S1-01 & S1-02).

While imagination comes in, one of the intent is to get one to think more explicitly that numbers (or mathematics) is 'everywhere', and we take for granted sometimes, to ignore its existence!

This year, decided to make a further twist to introduce 4 different adapted stories:
1. The Princess and the Pea - The princess might ended up nowhere near the bed with the pea
2. Snow White and Seven Dwarfs - which I wonder would the dwarfs be introduced to the story at all???
3. Little Mermaid - who might forget about the Prince and possibly visit the Universal Studio?
4. Jack and the Beanstalk - which I'm not sure if he would ever meet the Giant?

Tree Top Walk

2011-11-09T20:00:00.001+08:00

Useful Links:

Parks and Gardens by NPark
Click here for map of MacRitchie Trails in Central Catchment Nature Reserve.
Click here for Trail Etiquette.
Click here for the Parks & Trees Act 2005.

Visit to Red Dot Museum on 1 November 2011

2011-11-05T16:25:00.002+08:00

This is my very first trip to the museum. The first thing I associate it with when stepped into the museum is Tokyo's Toyota Universal Design Showcase.

Design is never a boring discipline, it's a discipline to train the mind to think out of the box and to see from others' perspectives. Sometimes, there are lots of guessing games, too!

There are only 2 Red Dot Museums in the world, one in Germany and one in Singapore! Wow!

In the spirit of recycling... Hm... in terms of practicality?

Someone asked, "Can I take a seat here?"
Hm... what do you think?

Interesting "3D" design of a gift bag...

How come I don't see this in the market?

Nice! Nice! Not forgetting the "art" in "art" :)

I like this! Do you know what is it?

A combination of visual and scientific art...

Who says that plants must grow up right? Let's head the ground...

"Food Art"... Food for Thoughts...

The tap need not be stuck to the sink at all times...

The inside of the museum...

A series of thematic postcards

Two-in-one books

Puzzled lamps....

Apple Learning Journey @ Nanyang Girls' High (2011, October 10)

2011-10-11T05:28:00.003+08:00

Here are the tweets generated during the 4-hour session.

(so... read from bottom up)

Personally, I have not 'discovered' any mentioned or highlights on the pedagogy aspects, as Kevin had pointed out, I learnt more about the sexy device (i.e. the iPad) and that has helped to motivate me further to explore and bringing the device into classroom.

While the presenters (be them from Apple or the school) emphasized that the 'magic' doesn't come from the device, but somehow iPad took the limelight :)

Anyway, the technical session turned out to be a useful exploratory session for a rookie like me :)

lohkwaiyin Loh Kwai Yin

#nghslj 1) to achieve happiness with 21c learning

lohkwaiyin Loh Kwai Yin

2) we have a promise for 21c learning. A 21st Century Learning Promise #nghslj
I promise to do all I can
to keep the spark
of curiosity, creativity and learning
alive in every child;
to elp all children
discover their talents,
develop their passions,
deepen their understanding,
and apply all this to helping others
and to creating
a better world
for us all.

lohkwaiyin Loh Kwai Yin

#nghslj above and beyond... An animation

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#nghslj 21c learning project model (bicycle)

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#nghslj culture and climate... Professional culture of high expectation

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#nghslj deeper learning practices: deeply engaging, personalized and collaborative

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4) 21st century learning is really happening!

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#nghslj learning about learning: context, caring, construction, competence and community

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#nghslj learning theory applied

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#nghslj 5) we know how (we learn)

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#nghslj the future world of work: non- routine vs routine; impersonal vs personal

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#nghslj 6) work is shifting

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#nghslj the engagement gap... Academic, social, emotional

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#nghslj net generation demands: personalized learning, speedy access, socially networked...

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#nghslj 7) digital natives

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#nghslj toward a whole learner - whole environment learning framework, a few concentric circles

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#nghslj 7Cs+3Rs... Heard this a few years ago

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#nghslj that 21st Century Skills framework again....

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#nghslj the key 21C skill for adults - LEARNING

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#nghslj what conditions are desirable?

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#nghslj q2: what skills needed?

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#nghslj q1: what will the world be like 20 years from now?

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#nghslj 8) there is a growing global consensus in what the student needs for success

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#nghslj An analogy... Using boats to illustrate the 'different' kind of school http://yfrog.com/ntcu2efj

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#nghslj the way to predict the future is to invent it

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#nghslj 9) we are in the time of transition (home media ecology, 21c vs 1975)

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#nghslj the future is already here. It's just not equally distributed.

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#nghslj 10) the future is here... Hm... Beware of the rear view mirror syndrome

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#nghslj the whole movement about this 21C... Why the journey will succeed?

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#nghslj Bernie trilling takes over the stage now

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#nghslj people interact with content, not iPad, but can be done via iPad :)

13 hours ago Favorite Reply Delete

lohkwaiyin Loh Kwai Yin

#nghslj learnt some really useful tricks in iPad :) Hm... As a productivity and info tools

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#nghslj education is DNA... #ilike

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#nghslj after more than 20min, the key 'takeaway' is, the main advantage is iPad's portability

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#nghslj student centric activity

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#nghslj assurance to parents... The value add that ICT brings to learning

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#nghslj what if the child gets addicted to the device... Hm... Selection of students is 1st step

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#nghslj using today's meet.... Hm... We used that in Twitter 2 years ago :)

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#nghslj substitution, yes, we hv done that too :)

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#nghslj saw something interesting that can use iPad for music :)

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#nghslj looking for something that iPad can do but not MacBook...

15 hours ago Favorite Reply Delete

lohkwaiyin Loh Kwai Yin

#nghslj using Ipad for Internet search in Lang class? Hm... Let's see what else...

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#nghslj alignment of school's P21C2 to sch vision

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#nghslj we dun wan our 21C students taught by 20C teachers taught in a 19C classroom

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#nghslj teaching in a 21st century classroom

15 hours ago Favorite Reply Delete

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#nghslj keynote by Mdm Heng begins...

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#nghslj looking forward to hear good practices on 1-to-1 in NYGHS later

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#nghslj Bernie Trilling - 21st century skills

lohkwaiyin Loh Kwai Yin

#nghslj at Nanyang Girls High, the 2nd time in a month

LJ wiki

Those Who Lack Compassion

2011-10-09T09:31:00.000+08:00

Source: "Something You Forgot... Along the Way"

I've read several other stories out there that were similar to this one... briefly, it's a story on Sakymuni's intent to 'reward' one for his/her kindness that is out of genuity.Unfortunately, despite of 3 chances, the 'subject' still could not demonstrate any kindness.

It's about kindness... which many a time, we forget that it's a value, rather than something that is to be motivated by external factors. It ought to be a belief that motivates us to demonstrate an appropriate behaviour that illustrates kindness. In fact, one should not expect to be rewarded when demonstrate kindness. Back to a remark by a colleague recently, why should one be rewarded to do something that one should be responsible for? Hm... Food for thought :)

Think about it... isn't it a bit sad when we need to have "Kindness Movement" to remind us about what we should be practicsing everyday? So does this tell us about the socio-changes?

The Man Who Had Everything

2011-10-09T09:04:00.000+08:00

Source: "Something You Forgot... Along the Way"

Here's an excerpt from the 'chapter', something interesting to ponder over...
In a tropical country, someone scolded a native who spend all his time napping under a palm tree.

"Stop being so lazy!" he lectured him sternly. "Why don't you get a job and make yourself some money?"

"What would I do with money?"

"Save it in the bank and before you know it, you'll have a big pile."

"What would I do with a pile of money?"

"Build a fine house for yourself. Then if you made more money, you could have a villa."

"What would I do with a villa?"

"You could go out in the garden and nap under a palm tree."

"I alreay am napping under a palm tree."

Does this really work in real life?
Definitely, if one reads without the context, one would totally agree with the response given by the native when everything's back to square one, or "Displacement = 0" after all the effort and resources are pumped into the progress.

Indeed, when I look back, it's similar to something I encountered when I first arrived in Bhutan. Some of the operational processes simply did not make sense to me. However, after a while, I came to understand that the context is important, the culture and many other factors come in play. All these shape the mindset of the locals (in the above story, the natives). Of course, on the other hand, the locals would also find it amazing why the 'foreigners' think in a different manner and many "why"s in their heads! That's where we tried to strive for cross cultural understanding.

In fact, cross cultural understanding does not just refer to knowing others' culture, history, environment, but also the deeper aspects of mindsets, the way the history, culture have shaped the way people think and behave. And of course, how do we, after knowing and understanding these, respond and manage these differences.

Savoring Jingoro's Sculpture

2011-10-09T08:49:00.000+08:00

Source: "Something You Forgot... Along the Way"
The story illustrates how one thinks beyond the box and cleverly using resources to create the "X" factor!

We could easily draw a parallel of the contexts in the story as well as in real life.
In the story, it's about the competition about how skilful two master sculptors are! Well, both are comparable! In terms of the artefacts they produced. Does that sound familar?

However, here's what distinguished one from another:
The master, Hidari Jingoro won the competition because he had taken into account his "intended audience" when he started his work, and cleverly made use of a different material (that look similar to the other) that connected well with his "intended audience".

I think, the moral of the story is not so much of being "clever" to use a different resource or material, but it's the thinking behind the act... when one takes into consideration the intended user/ audience of the action... Many a time, we fulfil a task (especially those that require one-time effort) for the sake of meeting the assessment requirement; how often do we move into connecting the work done to the real authentic audience or user? In school, we craft performance task such that students have the 'authentic audience' in mind when working on it. How many would keep this in mind when this "authentic audience" is not reflected in the rubric? I wonder.

Something You Forgot... Along the Way

2011-10-09T08:28:00.000+08:00

This is an amazing book that gets me to revisit some of our principles... and to wipe the layer of 'dust' of the lens that we've been using for quite a while without noticing sometimes we forget about the fundamentals.

Kentetsu Takamori is a Buddhist guru. While some of the stories cited made use of Buddhist characters, it's easy for one to make the connection and the 'religion' aspect is basically just to provide a 'context'.

Here are some picked up from the book:

Something that resonates well with me... let's revisit our day before welcoming the next day, what are some things that we do has value-added to ourself or others? What difference have we made so that the day is not wasted? It need not be a "big" difference that generates a huge impact. But something that value-adds to the experience! Else, if we just let time passes without making a slight change, it's not only "we haven't really lived today", I think it's also "we haven't really left today".

Some may think that one would have 'wasted' a day if one doesn't do anything at all, just sit down at one corner, laid back and let time pass... Well, well, do not take it literally and quote without the context! In a case when one rests to re-gain the energy and to reflect before moving on, isn't it an active act for a meaningful purpose? :)

Our Songs...

2011-07-17T17:14:00.000+08:00

It's National Day time... it's always nice to listen some of those national day oldies that we sang in those growing up years!

The other day passed by the NDP rehearsal and heard some of these songs. So nostalgic!

(1) Singapura - This is definitely a very 'new' version of the very first NDP songs!
I've not heard the Malay version before... good find :)

(2) Di-Tanjong Katong

National Day Celebration - Rehearsal

2011-07-17T14:52:00.002+08:00

It was pure coincidence, that I was hanging around at the floating area after the visit to the ArtScience Museuem. The NDP rehearsal.

ArtScience Museum @ Marina Bay Sands

2011-07-17T08:47:00.007+08:00

The ArtScience Museum was only opened earlier this year. Its building is one of the most unique, I believe, as a museum, against the conventional ones that normally appeared in "rectangular" blocks... common look-and-feel in most parts of the world :)
Of course, if we were to do our maths, we'll know that such structure do not optimise space! How big can it be? On the other hand, we'll also keep in mind the "art" that comes with it. Perhaps, the arty experience when one navigates around the building?

Another interesting part about its operation is, we could actually purchase the entry ticket online, at the SISTIC website. Ah! Something unique. I don't find the entry tickets of the National Museum or the Asian Civilisation Museum selling on the SISTIC website. Moreover, we normally the site with performance arts!

Ticket is expensive: $30 (when without discount). When asked the person as the sales counter, "Can we take photos of the exhibition?" I was told, "As long as there isn't flash, you can take anything you like."

Well, it sounded reasonable. Unfortunately, it wasn't the case. I was "threatened" to have my photos deleted if I took pictures when attempted to take a couple of pictures. Anyway... not too good an impression... that reminded me of the Confucius Temple incident in the Beijing.

Things in the museum were definitely very very expensive! There were teaching guides for the various exhibits in the museum - at various levels... however, $2 per copy... haha... if we do the maths, I doubt we'll come here for such expensive learning journey (Ticket is not cheap). Post cards - I saw stacks of postcards... each with almost 30% of the writing area covered with text and logo... just look like any of those free ones available at cafes... guess what, it cost $2.50 per piece...

There are 3 exhibitions going on now at the museum - Van Gogh Alive, Dali Mind of a Genius and the Shipwreck.

(1) Van Gogh Alive
This is not my first encounter "with" Van Gogh... First time was in Paris, when visited the Lourve. A closer look was at the OmniTheatre at the Singapore Science Centre on a documentary about his life and work.

It was quite a nice multimedia art installation, which, when coupled with the relevant sound effect, it brought out the emotions behind the art pieces. There were explanations of some art pieces in a small room. Spent about an hour there...having a greater understanding of the thoughts behind each piece of painting. Some of the paintings include: Sunflower and Starry Night . There's also a self-portrait where his head was bandaged, when he was recovering from his 'cut-off' ear. From the brief write-up, I just wonder... so, he liked his friend (hm... a man!). Of course, that also reflected his mental stability, when he spent a number of days in the asylum. It just left me thinking... there's no perfect ending to some of these well-known talented people, to some extent, tragic. Sad.

This visit was indeed a further reinforcement of what Impressionist artists do :)
Also noticed a couple of "words of wisdom" from Van Gogh, and one of them is as follows:

Here's more findings (as I blog about this visit):
http://www.vangoghgallery.com/painting/starrynightlyrics.html

Just learnt, Don McLean's hit song Vincent (Starry, Starry Night) is about Van Gogh's emotional journey depicted through his paintings...

(2) Shipwrecked: Tang Treasures and Monsoon Winds
It's a collection of a cargo of objects that went with the sunk ship. The entrance to the exhibtion hall was a brief introduction of the background... that spoke about the silk road, trade between the east and the west, etc before talking about the route that the ship took... seemed to be a returning trip from China to Persia, but detoured to Indonesia (Belitung Island) where it sunk.

It was a rich display of objects! from vasks to bowls... and mirrors :P
They came from a few provinces in China and those were made during the Golden Age (China, Tang dynasty). A collection of bowls were nicely laid out in glass showcase... they seem ordinary to many of us. Well, they were, I believe, even in those days... however, their 'value' shot up because they were the objects of the yester-centuries and had been hidden (er... immersed) in deep sea most of their 'life'!

Something new I learnt was... something that seem the most ordinary, e.g. the white porcelains, are amongst the most precious in the collection! Because of the degree of purity and transparency... Hm...
There are also some other interesting things like the kind of prints on the bowls and cups... OK, there's a little hands-on activity available to the visitors, just like when we collected lots of 'stamps' in the various places of interests in Japan, we could also do a little paper pressing exercise to have the little prints pressed on papers.

(3) Dali: The Mind of Genius exhibition
Salvador Domènec Felip Jacint Dalí i Domènech, Marquis de Púbol (May 11, 1904 – January 23, 1989), commonly known as Salvador Dalí (Catalan pronunciation: [səɫβəˈðo ðəˈɫi]), was a prominent Spanish Catalan surrealist painter born in Figueres. {extracted from Wikipedia}

Dali's work was featured at the 3rd story, the entire floor was delicated to his work, which was divided into several galleries. Of course, his symbolic masterpiece, the melting clock stood right in front of the museum (BTW, there's at least one more version of the melting clock in the exhibition gallery). A very ingenius way of using "clock" to symbolise time... the persistence(?) or the non-permanence (?) of time? Who would have thought of the idea came from a piece of melted cheese from the oven! Ah! Let me apply what I learnt from my ADMT colleagues - this is called "Shape borrowing" (hm... one of the tools in SCAMPER, if I recall correctly). There were lots of metaphors when looking at the sculptures. Ok , another word learnt is... he's a surrealist! He also seemed to be an expert to bring about or illustrate contrast in his pieces of work.

While his genius could be reflected his work, a range of the work could be controversial, in particular, the one on themed, Venus (I think). It's a collection of drawings of women - in different forms, shapes, sizes, postures, etc... I felt, it's simply beyond obsessive... it's the strange thought or maddness that was going on in his mind! It could be scary!

All over the gallery, there were words that reflect Dali's thinking... e.g. "Have no fear of perfection - you'll never reach it" and "The only difference between myself and a madman is that I am not mad."

Well, who's mad? who's obsessive in the thoughts, hm...
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Click HERE to the museum's website

Well, if you ask if it's worth the visit... hm... it depends... and it's certainly a place that not many know how to appreciate what's housed inside... Hm... ask me if I see what's the 'relationship' between the 'art and science' showcased here... I'm afraid, I've yet reached that 'level' to make the connection...

Where does the remaining 15% go to?

2011-07-11T21:34:00.000+08:00

Today attended the 2nd session of the West Zone HODs' Symposium...

The concluding session when all participants supposed to come back to share how the learning in the previous session has been applied in a real world problem (in the school context, of course). Well, we were supposed to post the "Challenge" in the online portal... However, I didn't participate in the portal although I've no problem accessing it... all because, if I were to apply my learning into a real situation, then I think the online portal is too open and is not suitable for possibly sensitive issues surfaced in the school.

Indeed, this is something that I think we ought to think through carefully when dealing with the use of online 'open' portal for matters that could be "sensitive" to the organisation.

While I didn't update the scenario online ~ i.e. the Challenge, and the vital behvaious identified, I think I managed to apply what's read (i.e. the knowledge) in the book and applied it when dealing with the situation :)

At the end of the session, another pleasant surprise for the heads who attended the session, when each was presented with a little card with words of encouragement from their school leader :)

This is similar to what we had at the bad of our name tag in the first session.

This time, my card says...
Control is not leadership; management is not leadership; leadership is leadership. If you seek to lead, invest at least 50% of your time in leading yourself - your own purpose, ethics, principles, motivation, conduct. Invest at least 20% leading those with authority over you and 15% leading your peers."
- Dee Hock

The key emphasis is on self ~ seeking clarity within self ~ I define my purpose of what I'm doing, what I want to do, or better still, what I intend to do... and I have to standby what I have defined. I lay down the principles. These are important guides that determines how I want to reach the target identified. Of course, who motivates me? What drives me? Ethics and conduct, and I think which includes values, too! What I value most?

Hm... taking into account the other 2 numbers, where has the reminding 15% mysteriously gone to?
I wonder.

On a Street in Singapore

2011-05-23T20:01:00.000+08:00

Read this book on my way home today... and finished this within the 40-min MRT journey. Had some good laugh... but it also brought back some nice memories...

This cartoon reminded me of those days that I took Bus Number 4 from Boon Keng Road back to Bedok! Ah! My upper primary school days. Oh yes, those were the days when buses did not come with air-con or fan. Those were the buses with a bus conduct who would either park himself/herself near the entrance if the bus came with two doors. Oh yes, there were those old fashioned buses like those in this cartoon that supposedly came with a door but the door was missing. So, the bus conductor was the one who guard the entrance/exit to prevent people from falling out of the bus when it made turns! Haha... so exciting! Those were the days!

This is one of my favourite local dishes... Satay! Actually, the sweet peanut paste is the key to this dish :)

I learnt a new word - Anglophile

2011-05-15T22:57:00.000+08:00

It was a pretty interesting 'starting paragraph' that got me started reading... "Anglophilia, like pornography, is one of those things that are hard to describe but you know when you see it. With the marriage of the vague, amorphous Prince William and the seemingly unemployable Kate Middleton, Anglophilia is on full display all over the world..."

Haha... that sets me wondering, what's this "Anglophilia"? Some kind of 'craze' (just like the KPoP?) haha...
A check at dictionary.com says, "a person having admiration for England or the English"! Similar explanation (+ abit more elaboration at wikipedia). The latter pointed out that it seldom refers to people from Commonwealth countries... when citing the choice of spelling as an example. True, indeed. As a ex-British colony, for instance, Singapore adopted the British system in several areas, which includes the "English Language" which is British style. We write "colour", "centre" in ways different from the American. Well, heard from some friends who teach English Language said that it's not that critical nowadays. It seems like the thin fine line has further blurred? Hm... well, I think, to be 'politically' sensitive, since students are still siting for national examinations set by the British university, we joyly well follow the pure British English!

Back to the word "Anglophile"... am I one? I sometimes wonder... Haha... from wikipedia's description, I think, to a certain extent... Hm... I've been to England for 4 times, and I (really) don't mind returning to the country anytime. Someone said he didn't like UK because it was 'gloomy' in winter... however, I think it simply presents a different 'face'... which isn't that unwelcoming. I like to roam the streets in London... and I feel safe... and I think more important, I know I would be able to pick up great memories from my previous trips :) Though I'm not a great fan of William Shakespeare, I liken some of the plays he wrote! and very much like to visit and see those places. I came across very gentleman Englishman too! Keith Blake is one of them! I like to shop at London's Marks & Spencer, too! So huge and so much variety of ... (you name it...). Oh yes, I would love to visit the British museum again! Ha! Those Eyptian mummies, and the Elgin marbles, etc. And the expensive dinner that cost me more than 50 pounds! Oh, oh! not forgetting, I'm a fan of the Beatles! Haha...

Hm... though I don't have the patience to sit down to appreciate the Earl Tea! Haha...
So, am I an anglophile? :P

Improving Our Lives Together

2011-05-15T15:00:00.000+08:00

Chapter 3 of The Path by Konosuke Matsushita

This chapter begins with the 'fundamental' element that exists amongst people, that is, "link" and "connections"... how do they come about? Well, I infer Konosuke is a buddhist 'cos for several times, he talked about karma... I guess, "karma' exists in different forms for different religions and beliefs... in the book, it's written, "The bonds that bring people together are in reality formed from the profound workings of karma - links and connnections that transcend what we think of as human will or desire".

Then he moved on, going from simple practices that we take for granted everyday... yes, a simple greeting like hello opens the window to deepening the link between people! One powerful sentence to end the section was "Courteous and cheerful recognition of each other's presence is one way we can make our world a better place". Indeed, I think many of us would agree that the warmth that existed within our environment now is far much lesser than those good old times... for some of us, might date it back as old as those kampong days! (haha... how many of us actually got the 'privilege' to live in kampongs? I wonder). "Cold" is the word that many of us would use to describe the kind of "neighbour" relationship that exists these days!

The spirit of service is another key idea of this chapter... to live together, the spirit of give and receive, serve and be served exists... and reciprocity... is the way of the world! Something I agree totally is, "Giving is not just limited to physical objects; it includes services, care, love, attention. It involves sharing whatever you have in your power with others to the best of your ability." I think, this is truly powerful! Yes, we recognise that "every person on this earth has within him or her heaven-sent qualities found in no other, if those qualities are expressed." Oh yes, but to put across in a nasty manner, it also means that each and everyone of us do come with some undesireable nasty qualities that sometimes we demonstrate to expect others to reciprocate in kindness? Have a second thought, "This is really bad!"

Just bear in mind, when we give, be kind and give what we think would benefit others and be a pleasure for others to receive...

To Greet Each Day as a New Day

2011-05-01T18:26:00.001+08:00

Chapter 2 of The Path by Konosuke Matsushita

... Yesterday is yesterday. Today is today. There is no need to let the woes of yesterday weigh down our step today. Let bygones be bygones, and look well to every new day and the new turn of fortune that it brings. It is too much to dwell on the burdens of yesterday; better to meet each morning anew, each as a fresh departure.

Each new day greeted as a fresh start will be a good day. It is bright and invigorating for those who have a mind that is open, a heart that is humber, and a spirit alive with imagination and creativity.

(p21)

Konosuke Matsushita

2011-05-01T15:42:00.001+08:00

Was reading the book, "The Path"... learnt more about the Author, whose beliefs are still applicable to today's world... like the style of making connection of what's practised back to the course of the nature...

Available at Panasonic's website...
Words by Konosuke Matsushita, Japan's father of Management

Source: http://www.panasonic.net/history/museum/words/words.html#

Hector and the Search for Happiness, by Francois Lelord

2011-05-01T11:44:00.000+08:00

This book highlights several principles/ observations of happiness 'uncovered' through a psychiatrist's "busman holiday":

Making comparisons can spoil your happiness.
Happiness often comes with the least expected.
Many people see happiness only in their future.
Many people think that happiness comes from having more power or more money.
Sometimes happiness is not knowing the whole story.
Happiness is a long walk in beautiful, unfamiliar mountains.
It's a mistake to think that happiness is the goal.
Happiness is being with the people you love.
Unhappiness is being separated from the people you live.
Happiness is knowing your family lacks for nothing.
Happiness is doing a job you love.
Happiness is having a home and a garden of your own.
It's harder to be happy in a country run by bad people.
Happiness is feeling useful to others.
Happiness is to be loved for exactly who you are.
People are kinder to a child who smiles.
Happiness comes when you feel truly alive.
Happiness is knowing how to celebrate.
Happiness is caring about the happiness of those you love.
The sun and teh sea make everybody happy.
Happiness is not attaching too much importance to what other people think.
Happiness is a certain way of seeing things.
Rivalry poisons happiness.
Women care more than men about making others happy.
Happiness means making sure that those around you happy
Be very attentive towards others.
Take time to observe the beauty of the world.

3 main methods of measuring happiness (cited from the book, p134):

Ask people how mnay times they felt they are in good mood, cheerful, happy during the day or week.
If they were happy in the different areas of their lives.
Film people's facial expressions and then measure them in complicated ways.

Something useful... (p136)
...If you compare yourself to others and didn't find yourself wanting, if you had no money or health problems, if you had friends, a close-knit family, a job you liked, if you were religious and practised your religion, if you felt useful, if you went for a little stroll from time to time, and all of this in a country that was run by not very bad people, where you were taken care of when things went wrong, your chances of being happy were greatly increased...

A Book of Bliss: Thoughts that Make You Smile

2011-04-24T12:29:00.001+08:00

Some nice quotes... from "Book of Bliss: Thoughts to Make You Smile":

Giving of yourself and not expecting anything in return brings joy to you and to others.
The best thing about good friends is the way they make you feel like the best version of yourself.
Youth is happy because it has the ability to see beauty. Anyone who keeps the ability to see beauty never grows old. ~ Franz Kafka
Even if you can't see it, the sun is always shining.
Patience is a gift you give to others that returns to you in kind.
Embrace life's passions, but seek lasting contentment.
Be proud of yourself everyday. There will always be a good reason.
I like living. I have sometimes been wildly, despairingly, acutely miserable, racked with sorrow, but through it all I still know quite certainly that just to be alive is a grand thing. ~ Agatha Christie
Because of deep love, one is courageous. ~ Lao Tzu
Happy homes are built of blocks of patience. ~ Harold E Kohn
It's the little things we do and say that mean as much as we go on our way. ~ Willa Hoey
Love without ceasing, give without measure. ~ Malcolm Schloss
A loving heart is the truest wisdom. ~ Charles Dickens
One's life has value so long as one attributes value to the life of others, by means of love, friendship, indignation, and compassion. ~ Simone de Beauvior
Reach high, for stars lie hidden in your soul. Dream deep, for every dream precedes the goal. ~ Pamela Vaull Starr
Enjoy the little things today.
Happiness? That's nothing more than health and a poor memory. ~ Albert Schweitzer
The future belongs to those who believe in the beauty of their dreams.
Joy is realizing that all of nature's beauty exists for your pleasure.
There is no great difference in the reality of one country or another, because it is always people you meet everywhere. They may look different or be dressed differently, or may have a different education or position. But they are all the same. They are all people to be loved. ~ Mother Teresa
It's a bliss when your parents tell you that you make them proud. It doesn't matter how how you are; their approval still counts in spades.
It's good to have an end to journey toward; but it's the journey that matters, in the end. ~ Ursula K LeGuin
Happiness makes up the height for what it lacks in length. ~ Robert Frost.
Fulfilment can be as simple as placing the last piece of a jigsaw puzzle.
The best and most beautiful things in the world cannot be seen or even touched. They must be felt with the heart. ~ Helen Keller
Doing the best at this moment puts you in the best place for the next moment. ~ Oprah Winfrey
If you haven't got all the things you want, be grateful for the things you don't have that you don't want.
When someone asks you for a favor, be glad that you can do something for someone else and let him know that you are glad.
Remember that happineness is a way of travel - not a destination. ~ Roy M Goodman
Kind words can be short adn easy to speak, but their echoes are truly endless. ~ Mother Teresa
Complimenting the good deed of another is a simple way to ensure that such deeds will be repeated.
If you always keep your eyes on the path, you miss miles and miles of beautiful scenery.
Giving is the highest expression of our power. ~ Vivian Greene
Remember that althoug you are one of many, you are singularly unique.
Home is not where you live but where they understand you. ~ Christian Morgenstern
Learn to get in touch with the silence within yourself and know that everything in this life has a purpose, there are no mistakes, no coincidences, all events are blessings given to us to learn from. ~ Elizabeth Kubler-Ross
Blessed is the influence of one true, loving human soul on another. ~ George Eliot
The best defense is a smile.
It is the simplicities in nature that are the most soothing to your soul.
Peace means loyalty to self... A loyalty to one's self means never a gap between thought, speech, act. ~ Ruth Beebe Hill
Truth exists for the wise, beauty for the feeling heart. ~ Johann von Schiller
Honesty is the first chapter in the book of wisdom. ~ Thomas Jefferson
The only way to see the beauty in all things is to believe that it is there and then look for it.
Beauty is not caused. It is. ~ Emily Dickinson
When you are truly listened to, it makes you much more willing to listen to someone else.
A happy person is not a person in a certain set of circumstances, but rather a person with a certain set of attitudes. ~ Hugh Downs
The best way to cheer yourself up is to try to cheer someone else up. ~ Mark Twain
From what we get, we can make a living; what we give, however, makes a life. ~ Arthur Ashe
Let us be grateful to people who make us happy; they are the charming gardeners who make our souls blossom. ~ Marcel Proust
The most precious times in life are the ones that surprise you and depart as quickly as they showed up, like shooting stars.
Courage is the mastery of fear, not the absence of fear. ~ Mark Twain
Rainy days are certainly dark and gloomy. Yet they are responsible for bringing forth all the beautfiul colours of spring. Love them for the beauty they bring.
Those who bring sunshine to the lives of others cannot keep it from themselves. ~ James M Barrie
Go confidently in the direction of your dreams. Live the life you have imagined. ~ Henry David Thoreau
Do what you can, with what you have, where you are. ~ Theodore Roosevelt
Rest is not a matter of doing absolutely nothing. Rest is repair. ~ Daniel W Josselyn
Courage must come from a passion to triumph and an honest belief in one's rightness.
We only part to meet again. ~ John Gay
The world belongs to the enthusiast who keeps cool. ~ William McFee

Essential Wisdom from the collected works of Antoine de Saint-Exupery

2011-04-10T18:22:00.000+08:00

I first came across "The Little Prince" more than 10 years ago... the beautiful book cover caught my attention. Yes, it's the 'same' prince that you see in this photo. But from a different perspective :)

It's a fairy tale, that describes, from the eyes of the child, his experience and "how" to see things - a pretty different perspective. It's an easy read to children, yet, it carries deep insights when we start to chew the story... yes, the essence would slowly seep through, and the 'taste' of life slowly comes through...

Picked up this title, basically, it comes with quotes, quotes from a few titles by Antoine de Saint-Exupery:

Night Flight
Wind, Sand and Stars
Flight to Arras
The Little Prince
The Wisdom of the Sands
Wartime Writings 1939-1944

Some nice quotes...

The friend within the man is that part of him which belongs to you and opens to you a door which never, perhaps, is opened to another. Such a friend is true, and all he says is true; and he loves you even if he hates you in other mansions of his heart. ~ The Wisdom of the Sands
You'll be bothered from time to time by storms, fog, snow. When you are, think of those who went through it before you and say to yourself, "What they could do, I can do." ~ Wind, Sand and Stars
One sees clearly only with the heart. Anything essential is invisible to the eyes. ~ The Little Prince
Very often the essential is weightless. Here the essential seems to have been merely a smile. A smile is often the most essential thing. One is repaid by a smile. One is rewarded by a smile. One is animated by a smile. ~ Wartime Writings 1939-1944
To know is not to prove, nor to explain. It is to accede to vision. ~ Flight to Arras

More about the works by Antoine de Saint-Exupery:

The Angel Inside, by Chris Widener

2011-04-10T17:38:00.001+08:00

Picked up this book yesterday... bought it because it's thin... bought it because I was looking for something that I hope would lift my mood... yup... I knew I need to do something to clear the gloomy air that has been lingering around these couple of weeks. In fact, I was seeking for clarity. Clarity of my thoughts. Clarity of my directions.

Not surprising. Though only started this morning, I finished reading the book. (I guess most people will take half the time I take.) But the 'chewing' process was an enjoyable one.

Indeed, "Michelangelo" is the "hook". Yup... "someone" whom I thought I am familiar with - "David" is his famous masterpiece... yes, and that painting in Sistine Chapel... But I discover more after the reading... He became alive! (Thanks to Chris Widener, who made him become alive!)

It's not just Michelangelo, but I think I am able to connect myself to the examples that Chris Widener attempted to bring out from the work of the great master. Thanks for making it an enjoyable and refreshing read :)
As posted in Facebook. It's about pursuing one's passion. Yup... great advice, if we have nothing to cling on to... Anyway, these are certainly good pointers that I would keep in mind :)

Excerpts posted in Facebook

Every person has this tremendous capactiy to be both king and warrior, a person of value and a person of accomplishment - of beauty and power.
There comes a time in every person's life when they must decide whether they will follow what they want for their life or what someone else wants for their life.
Passionate work is when you wake up in the morning and cannot wait to get to it. When we are so engrossed in the details of the work that we find ourselves forgetting everything else.
All throughout life there are people who do work of various sorts. Most people do average work. Some people do above average work. The masters, the ones who succeed tremendously and set the standard for others, are those who master the details.
You conceive your world in your mind and then create it with your hands.
People who are passionate are people who move the world and make a difference.

In particular, I think Chapter 8 sums up the 4 stages that one would experience from starting to work on the passion till arriving at the goal:

Chipping: Every person has parts of them that simply must go. If those parts stay, you might never reveal the Angel Inside. If we are going to create a life of power and beauty, we must allow ourselves to go through the processes that chip away at all of the parts of us that hide our true selves.
Sculpting: We are a product of the things that we allow to shape and influence our lives. Everything and everyone that we interact with will shape and mold the person we become.
Sanding: Represents those times in our lives when seemingly negative circumstances surround us. It is when things grate against us.
Polishing: Represents the part of life that makes us look good. It is when we let the world see how beautiful we are. It is when we get to 'shine'.

Chip away what doesn't belong, sculpt our lives and give them form thorugh the people we associate with the information we take in, allow the rough spots of our lives to be sanded away through adversity and suffering, and then, only then, are we ready to be polished and let our power and beauty show in all their glory.
A summary of the kind points... (in the last chapter):

Find the Angel within you.
Follow your own passion.
Be confident in your strength.
The beauty is in the details.
The hand creates what the mind conceives.
Plan and prepare.
Start with swift action.
Embrace the stages of chipping, sculpting, sanding and polishing.
Sometimes success takes years, to be content.
No one starts wtih the Sistine Chapel.

I learn more about Michelangelo's David Il Gigante

2011-04-10T09:14:00.000+08:00

Am reading Chris Widener's "The Angel Inside" (Michelangelo's secrets for following your passion and finding the work you love"

The opening chapter talks about the David - the masterpiece that I thought I'm familiar with. What struck me was the 'written conversation':
"... I assume, then, you saw Michelangelo's work the David - Il Gigante, as they call it - The Giant?"
"Yeah, sure. That's one of the biggies, right? No pun intended,"
"Yes, it is. The biggest in my opinion. And tell me, Thomas, what do you learn from the David?"
"Learn? Uh, I didn't learn anything. I saw it. He was huge. Naked. It was great. I left."
"Oh my, you didn't learn anything from Il Gigante?"

That struck me... hey, I "know" David as what the character, Thomas knows "Huge. Naked. It was great."
Hm... what else? I'm curious...
A quick search in the internet, came to this website, "The Altas Society"
( http://www.ayn-rand.info/cth--838-Michelangelos_David.aspx )
It tells me more... something I was not aware I amissed... but this background is definitely something very helpful, when one day, I stand in front of the statue at Galleria dell'Accademia:

Interesting points extracted from the Art Society, "Michelangelo's David by Roger Donway":

Michelangelo's David possesses no supernatural powers—neither divine strength nor divine foresight.
He does not know how the battle will end.
He squints into the sun, seeing his enemy approach from afar. He is vulnerable, and he is apprehensive.
But he knows what he must do, and he is determined. More than determined:
His face exhibits that combination of strength and fierce intensity that Italians call "terribilita."

In The World of Art, Robert Payne wrote: "The David expressed a pagan reliance on strength, cunning, and intelligence. A muscular youth, with thick curling hair falling over the nape of his neck, with an expression of great power and refinement, he stands there like a god who has descended to earth in order to chastise the mighty and to tear kings from their thrones. His brows are knit, his eyes are watchful, the youthful body stands in absolute composure, conscious of its own strength, its own power to accomplish whatever the intelligence demands. . . ."

Seeing is Believing?

2011-03-26T10:25:00.000+08:00

One of the rules when doing research in the internet is to verify information gathered from the websites.

We normally focus this on "text-based" information and sometimes, images/ diagrams too... because we know that these are input by "human beings" and therefore to make sure we are 'reporting' the facts, we should do our due diligence to validate information.

Next... how about "outputs" generated by engines?
That rarely crossed our minds, I think!

For example, how often would we question the validity of information generated via the GoogleMap?
Do we take it as 100% correct? (Hm... I shall not use the word "truth").
How often do we ask ourselves, is what's presented in the GoogleMap always correct?

OK, this is different from the situation when the information presented by GoogleMap is updated or outdated (get what I mean?).

Here are 2 maps generated by GoogleMap, when the same information was fed into the site; however, different web-browsers were used: Internet Explorer and Firefox.

Take a look at the suggested route to I got from GoogleMap, to travel from my home at Tampines, the eastern part of the Singapore island to the school that is situated in the west :)

Map 1:

Map 2:

So, is seeing believing?

Hm... next question: what else could I use to validate or double confirm what's presented in the GoogleMap is correct?

Hm... based on my limited knowledge, it's by right, the most reliable online virtual map!xx

Apple Leadership Summit 2011, March 5 - Learning Spaces (Stephanie H)

2011-03-05T10:53:00.001+08:00

Factory model of Learning
Bsaic liteacy, Carrots and sticks, Compliance, identical widget

Industrial Revolution Needs (Stafeen Characsia)
Secret to Creativity is Curiosity (Seth Godin)

What type of learning environments sutiable for learners
Title: Campfires in Cyberspace: Learning Spaces

[Campfire] Formal learning Spaces: Listen and absorb knowledge
[Watering hole] Informal learning spaces. Discuss & create meaning
[Cave] Individual learning space - Reflect and create meaning (not for hiding)
[Mountain Top] Present and publish spaces

Learning Spaces Technologies

Campire: Distributive Technologies 1-to-Many
Watering hole: Collaborative Technologies Many-to-Many
Cave: Me 1-to-1
Mountain Top

~~~~~~~~~~
Singapore: Renaissance City Plan (by Rebecca Chew)
The rise of a Creative Class
Creating the mindspace for People

Apple Leadership Summit 2011, March 5 - CBL - On Collecting Evidence of Learning (Marco Antonio Torees)

2011-03-05T09:58:00.000+08:00

Ah! another familiar face who presented in the 2010 summit - enjoyed his keynote

Portfolios of Teachers - an evidence of the teachers' readiness for their learners

(a) Analog vs Digital
Devices change according to the needs we have... so, the solution is the computer?????
(which, e.g. not confined by time and space, we could call up the piano when we need?)
So, if it's in the computer, we need not to learn how to use the analog rules (restrictions)

Question:
Do I really want to play a cello? or Do I really want to generate the music produced by the cello
- An interesting analogy on clarity of the objective! #ilike
- "WHO" has to go through the change in order achieve the objective?

HaKeypad: Harmonic Keypad

By Brian Lockwood ~ http://qik.com/video/38151838

Why do people published in social media platforms like Flickr?
- to share, to exchange ideas, to gather feedback!

Learners love to share, Learners love feedback [Good > Better > Best]

Apple Leadership Summit 2011, March 5 - Learning with Apple (by John C)

2011-03-05T09:39:00.000+08:00

Apple Experience 2002 - Present:
Viewing technology as an environment - not a tool
A generation that wants to express themselves through (social) media.

Phone - an obsolete technology??? Only meant for those who "born before technology"?

What's the ROLE of the Educator?
Expectations of learners: Will the learning environment
... accommodate my mobile lifestyle?
...encourage collaboration & teamwork
...adapt to my individual learning style?

Apple's education mission
Define, create and support the best possible learning experience...
Strategic directions challenges - Innovation needed in : technology, content, pedagogy

Address the fundamental "problem" - ENVIRONMENT
(what defines the environment?)

Apple Technology steps: Mac, iPad and iPhone, iPad

Digital Expression: Create, Share and Be Productive
iPad touch and iPhone are best when you need anywhere, anytime, learning

New Computing Platform

Mainframe Computing
Mini Computing
Personal Computing

People only see what they are prepared to see

Technology Adoption Cycle
iPad Gives the opportunity to Transform learning
Transformation occurs when additional content and services become available

iPad is not technology, it's content
Transforming the classroom (Fraser Speirs)
- refer to the 4 stages of "Transformation"

Web
The internet in your hands
Immediate access to information that grows exponentially
Favourite education sites at your fingertips
Engaging brwsing and video
Based on the latest open standards
HTML5
CSS3 animations
H.264 video (high definition video)

iTunes U
World's leargest repository of quality, free, education content
Nearly 800 content providers from 26 countries
Available in 90 countries

iBookstore
Growing library
Trade, professional and textbook titles available
ePub
- open eBook standard
- embedded video
- quickly evolving
(purchase by chapter, by concept - no longer as a whole)

It's about Learning: Education (noun)> Learn (verb)

Seymour Papert: "The role of the teacher is to create the conditions for Invention rather than provide ready-made knowledge."

Sharing by the RDFZ Xishan School 西山学校的分享... 感想

2011-01-25T06:25:00.001+08:00

有志者，事竟成。
那是我听了该校老师们1小时半的分享后，所得领悟到的。

精彩。WOW!。精。
是我当时的反应。

是的，在短短的3、4个月内就能够运用科技来把科室的活动变成一幕幕精彩的画面；不是一件易事。从同学们脸上的表情，那种学习的喜悦，和运用科技的纯熟；看得到老师们努力的成果。一分耕耘，一分收获。

WOW！是送给老师们的，你们的努力和探究的精神，是值得我们学习的榜样！没有毅力，哪能把铁棒磨成针呢？

精。是精益求精的精神。精，也是更深入地想如何更好，更深入地去运用，达到更好的学习效果。那已经回答了“为什么”。

能够看到老师们能够运用到我们去年的课堂分享于他们的课里，那是我们最开心不过的事。It's multiplier effect that unfolds and replays before our eyes! 这种满足感，就是分享后的到的最佳的回报。

Habits of Mind

2010-12-18T21:49:00.000+08:00

Brought the book with me when went to Kyushu. In fact, bought this book for more than a year, but was left in the shelf.

There are 16 habits altogether. Indeed, after going trhough a few chapters, thought some of these habits are highly applicable to Mathematics in a classroom - to inculcate the discipline of thinking and working together.

The 16 habits are:

Persisting
Managing Impulsivity
Listening with Understanding and Empathy
Think Flexibly
Thinking about Thinking (Metacognition)
Striving for Accuracy
Questioning and Posing Problems
Applying Past Knowledge to New Situation
Thinking and Communicating with Clarity and Precision
Gathering Data through all Senses
Creating, Imagining and Innovating
Responding with Wonderment and Awe
Taking Responsible Risks
Finding Humour
Think Independently
Remaining Open to Continuous Learning

I think some of these simply sit very well in the Maths classroom... and would like to introduce some of these to my classes next year :)

Some encouraging phrases that echo my beliefs (as I read):

[Persisting] If the only tool you have is a hammer, you will treat the whole world as if it were a nail. ~ Edward de Bono
[Managing Impulsivity] The secret of getting ahead is getting started. The secret of getting started is breaking your complex overwhelming tasks into smaller manageable tasks, and then starting on the first one. ~ Mark Twain
[Thinking and Communicating with Clarity and Precision] This report, by its very length, defends itself against the risk of being read. ~ Winston Churchill
[Creating, Imagining, Innovating] I believe everybody is creative, and everybody is talented. I just don't think that everybody is disciplined. I think that's a rare commodity. ~ Al Hirshfield

Learning Boost - A 'LMS' application

2010-12-07T18:52:00.005+08:00

http://www.learnboost.com/
Came across this in the eduCamp @ NP.

A pretty interesting tool that could help the teacher to manage the class schedule, attendance and even assignments, and to the extent of allowing parents to access, too! Wow! It sounds great, and there's one example of how it's being used (in SAIS!). Thanks for the sharing!

It's a pretty simple tool, though, and it's free!
On the other hand, to integrate into the school's google domain, it would mean allowing the apps to access data from the site, hence, would probably compromise the security level, I think. Hence, it's pretty unlikely to incorporate it into the staff domain.

What are some features that are interesting to me:

It allows one to plan the classroom layout... haha... it's a good to have where we could drag and drop students' names to the classroom layout (as we wish) :)
Attendance marking, which could be extracted in CSV format
Indication of home work (and teacher could elaborate) in the system
Recording of marks and review
Of course, parents could access!

Of course, there's one features I was trying to find... but was not there...
having a link that I could post at the public blog or embed into the GoogleSite/ Blog...

I guess it's worth exploring if one's use of the GoogleSite is not in a mature stage, which unfortunately, in my situation, we are...

eduCamp @ NP on 3 December 2010

2010-12-07T13:05:00.009+08:00

First heard about "BarCamp" from Preetam in March this year, when attended the Asia ADE Institute. Was curious about it... it's a totally new concept, at least, to me. I guess, it's not just me... but to many fellow educators. It's an interesting concept of 'formalising' a gathering of like-minded people. It sounds abit contradictory 'cos it's supposed to be sharing in an informal setting. Haha... well, well, moving inwards from both ends, there's where the "barcamp" is :)

Indeed, very much like to know how this whole "Barcamp" operates.
I guess, having been in the education system for such a long time and got so used to organise everything with a certain format/ structure, I was quite lost how how event could kick off and how the responses like. I think, the most uncertain thing was, who's going to turn up for the event!? This is utmost to many of us, in particular, in the school environment, when we do not want to be caught with unpleasant surprises.

Hence, am thankful to have the opportunity to attend one last week.
Missed the start... but I guess I know how it was like... started with a list of topics that people are keen to share. Topics of interest are written in the post-its and these were sorted out accordingly.

Then knowing the timeslots for each topic that's going on in each room, that helps the interested participants to roam from one room to another.

Amongs those presented, there were familiar ones, there were also new ones :)
Here are some of the sharing:

1. Mobile Learning (Adrian & Ruiwen)
Indeed, this was something that I'm very familiar with 'cos what's presented was basically the activities conducted in the school. Yup, I thought the platform presented was a good one, though it's some initial ideas. Yes... there's potential for more developments. Thanks to Adrian acknowledging the school :)

Oh yes, people are looking at lighter and more portable devices. I'm not sceptical over the change of device (instead of using a macbook), to use a more 'sexy' device like the iPad. But my point is really, how we could leverage of the capability of the device and 'marry it with the application to bring about a new/ different experience! On the other hand, some old issues will not disappear even if we change to a smaller device, that is, how the students manage the device. Some 'old' problems (that sounded as if would disappear) such as having one student holding the device such that the rest would be able to view. This would not disappear. Instead, we have to teach (yes, I mean teach - sounds directive) the students to handle the device so all students could discuss and work together!

Anyway, let's see how it goes when we move on to more portable devices next year :)

2. OLPC XO laptops
The first time I see such 'toy-lookalike' laptop. It's really small - in green and white.
Yup... vaguely, I remember the demo set wa a monochrome one? (I think) or it only came with 2 colour display... with either a white or grey background (i.e. wall paper)

Something caught my attending is its display mode. So, unconventional! The icons were organised in a circle! haha... just wondering... what if we only have 3 apps? will the icons come closer? On the other hand, if I have 10 apps, then they will be organised on the arc of the circle... hence the circumference of the cirle increases! Just imagine, if there were 12 apps, then it's like a clock. We could just direct someone to "3 o'clock", "8 o'clock" position! hahaha...

A resource website was introduced: Sugar Activities
http://activities.sugarlabs.org//en-US/sugar/

3. The use of GoogleApps to facilitate the learning process + LearnBoost (Sean)
I think, we have done very well in SST in terms of the use of the apps for learning, including the use to facilitate the processes. Am glad that we did not encounter some of the problems that was highlighted. Hm... let me think why? On the other hand, I learnt something new in this session, too! I was not aware that there were templates that could be used to facilitate specific activities or purpose (apart from those fanciful ones that I usually igore during setting up). Ok, I'm not the kind who embrace fanciful stuff if I need to choose between practicality and aesthetic :)

On the other hand, I'll try this out hwen opportunity arises :)

A new platform (new to me) was introduced... it's LearnBoost (http://www.learnboost.com/) - A pretty interesting platform, which act like a utility tool. Would talk more about it in the next post. Thanks, Sean!

4. Presentation: Using Game Mechanisms to Improve Student Engagement (Ben Leong)
The presenter shared one of the sources of inspiration of this research is from the speech by Jane McGonigal in the 2010 TEDShow - Gaming can make a better world.

The key understanding is to tap on students' emotional response in gaming to complete assignments on time.

The approach is to structure the assignment like "games", using terms such as "Missions", "Quests" and "XP" (ok, that's experience points, based on what I gathered.. haha... I'm no gamer, anyway)... so, it's talking about connecting to the learners through their preferred mode of learning? (I wonder): The game mechanics were:

Gratification
Progress
Small immediate goals
Rewards
Competition

Hence, it's really about knowing and riding on the 'psyche' of the youngsters these days.
The process, needed to support the above and sustain the users/ learners' interest would include

Quality control
Timely feedback
Normal interactions
Social pressure

Wow! Gaming and Learning can join hand to become big business!

The assignment was broken down to 22 missions, together with side quests & contests. This is followed by 24h grading as well as unlocking achievements.
So, to level up, one has to gain enough "XP" (I guess).

JFDI Academy: http://jedi.ddns.comp.nus.edu.sg/

Well, it seems to be pretty success, based on the improved number of students submitting their work on time or even earlier.

I guess, one point that the presenter wanted to bring across is, eLearning needed not to be a 'boring' platform which everyone of us know (at least in the Singapore context). It could take place in the form of game! Once they cleared each level, they will be rewarded - be it XP or the comics. Haha... someone asked, what is the relationship between the comics and the work. Well, I was hoping for some useful and relevant response. Unfortunately, no.

5. GMap & GDocs Use in a University Classroom by N. Sivasothi
(blog.sivasothi.com)
Glean interesting idea from this presentation, though I'm not Geography trained (oh yes, I only did Geography up to Secondary 2! and it was so many decades ago! haha). I guess it's the appliedness of the learning activity describe that got me 'hooked' to the presentation :) yes, the use of GoogleMap has truly describe how it's applied in the real world! I also like the 'more primitive' lesson that talked about constructing the 16 pt compass! So, map reading and navigation could be so interesting! :) I think I would have enjoyed the lesson if I were in his class :)
Lesson on Spatial Awareness using GoogleMap

From the way he described how he used GoogleMap and GoogleForm/Spreadsheet to facilitate the outdoor programme, etc.. I really take my hat off for him! He's truly a true guru in these 2 applications! I hope those who attended would bring back these ideas and use the applications as well as him! :)

What resonated most was the review he carried out. Key understanding: Observe, take feedback, review and refine - Do not make assumptions, even to the simplest and most commonsensical thing! This is really something that I felt we must keep in mind!

Thanks! It's a very eye-opening session :)

6. Google Search
There are some many useful tools around us that we seldom bother to explore and use it ... so, while on one hand, we felt that we spend too much time doing something like searching information in the internet; on the other hand, we are reluctant to master the basic skills that would help to improve our search effectiveness and efficiency. Haha... What a dilemma!

Something that could be implemented in/with the class:

Google Search Operators: Think this has to be reintroduced, to help students to streamline their search. Well, from what we know, the NLB course actually introduced (and taught) the use to students; nevertheless, it seems like they did not apply it beyond the workshop. Let's see what could be done :)
Wonder wheel is another wonderful way of presenting search results, not just search results, but also the links between key words! First saw this in Hong Kong when Kathleen shared with the participants!
Of course, there are other great features that I've not explored or aware of! Look at the left panel. Just a search of image, it provides other parameters for the search! Wow!

On top of that, there's the other one on News Timeline, which seems useful to track events! I'm thinking it from the subject learning aspect - this would be great for language and humanities, and event social studies lessons!
Another interesting resource that Google provides is the Year End Zeitgeist. Thought that this is definitely something very interesting - and could be used in subjects like Mathematics where students see the direct application of charts in real world, and also to understand why people did so much data collection and analysis... what's the purpose and intent behind all these? http://www.google.com/intl/en/press/zeitgeist2008/index.html

A good reminder from the presenter, which I almost forget about that totally: Google is not the only Search Engine that exists! There are others... and we should bear in mind, each has its own niche and strength, too! Time for me to review and re-introduce!

Another very useful tip, which actually hit right at the issue that most (or all?) of us face: Students don't seem to remember the search strategies! So, the suggestion is teachers to demonstrate how he/she carry out search... to reinforce the fact that such strategies are really useful, and how to apply the strategy. Ah! The key understanding here: To influence the learners' habits, role model!

Last but not least... suggestions from presenter:

Seek out other seekers (e.g. Wolfram|Alpha, cha cha, creative commons, yo search)
Bookmark a search folder
Customise search engines on your browser
Use browser plugin like Fastest Fox
Read about Google Search and alternatives
Consult librarians - they are natural archivists
Check for reliability and biasness - use "Wayback Machine", "EasyWhoIs"
Remain sceptical

Visit to Central Sikh Temple

2010-11-20T17:55:00.004+08:00

It's a rare opportunity to visit a temple of another race. What's more, the Sikh Temple, when the Sikh community is not big here.

Went to the Central Sikh Temple at Towner Road (near Boon Keng Road) this morning to understand the religion or I would say, to know the ethnic group better.

Thanks to Mr Baljit Singh (I hope I got the name correct) for his patience and a very detailed explanation of the practices that many of us (outside the community) do not know.

Here are some thing(s) that I learnt this morning:

When entering a Sikh temple, one is supposed to cover the head (with a scarf, at least) and to remove their shoes. This is to to show respect to the teachings of the gurus. Why cover the head? Head being the most important and sacred part of the human body.
3 key beliefs: (1) The teachings of the gurus (2) Hard work (3) Sharing
The Sikhs do not pray to any symbols or idols, but they listen to the teachings in the holy book, which was a compilation of 10 great gurus.

One interesting observation was that all the devotees who after they performed the prayer rituals, they would receive a spoonful of paste that was supposedly blessed (from the prayers, etc) - which was a paste made up of flour, sugar and ghee.

It seems like, there are several practices that revolve around equality:

All the devotees were to sit on the floor for their prayers, etc... which is lower than the main altar. Certainly, it's to show respect to the teachings of the gurus. On the other hand, it's also symbolic when everybody is on the same level ground - to symbolise equality.
Similarly, this applies to having a common 'name' in all the names - all men have "singh" in their name; similarly, all women have "kaur" in their name too - which symbolises brotherhood and sisterhood respectively; as well as equality in all.

The spirit of sharing is shown through the monetary donation made (be it 10 cents or a significant amount) as well as contribution of grocery and food to be used for meal preparation for the devotees who visit the temple.

Indeed, felt the hospitality of the community... not only Mr Baljit Singh, but also, in particular, the lady volunteer who served us the meal, getting the hot tea for us and keep checking if we were fine :) Thank you for the thoughtfulness :)

GoogleMap - What a clever suggestion!

2010-11-07T09:14:00.005+08:00

Googlemap has been one of the most popular sites amongst those I use to plan my travel. Not just showing me the place 'visually' (as it comes with numerous features), but also planning of the route. That's why, in the recent travelogues, without fail, I included googlemaps to illustrate my journey in a more graphic manner :)

Saw this retweet (by HumanJenz) that aroused my curiosity, it said "Get instructions leading from China to Taiwan, and look at instruction #55".

I am amused!!!!!

View Larger Map

About Leadership... briefly...

2010-11-05T08:36:00.003+08:00

I think, I said this twice in my tweets (which were re-directed to one of my Facebook accounts) - I was impressed!

It's about the capability of our students, especially when it's demonstrated through 13-year-olds. The self-directedness and 'professionalism' exhibited when they were entrusted with the task that usually adults would do. I guess that's what's meant by leadership; of course, it's also about leveraging the opportunity and providing the right environment to nurture.

Leadership - it's NOT JUST something that one brings with them, but it MUST be COUPLED with the right attitude, so that it's demonstrated in the right light, to bring out its best :)
Unfortunately, it's not something that all could 'understand' - including adults, who strive to become leaders.

That's one word that we seldom mention when talking about leadership - Professionalism.
Yes, one might possess the leadership qualities; however, when not conducting himself/ herself in an appropriate (and relevant (to the context)) manner - such unpolished leadership would not be able to create the desired level of influence and impact.

Professionalism includes looking into areas that one usually take for granted.

Preparation is one of them. More often than not, people ride on their own experiences (which is built over time) and become slack in their preparation - because they thought they could speak off the cuff and 'think on the feet'. Nevertheless, no matter what, preparation is necessary, and sometimes over-preparedness helps to boost one's confidence and helps to handle unanticipated situations. Look around - sometimes, I think adults get into this problem - because of the 'experience' and therefore take things pretty lightly; and when faced with the issue, problem doesn't lie on them, but on others. This is not uncommon.
Thinking - in depth and breadth. It's not difficult to find adults who do not think deep enough. Hm... Shallow? Sometimes we would say, but sometimes it's because of one's "narrow point of view". It' just like the frog in the well, with their point of view determined by the size of the opening of the "well". Thinking deep is not enough. What's important is being able to articulate the rationale behind the thinking, and the ability to link issues to the action in order to bring out its importance!

Well, well... just within 6 hours in a day, I saw a 13-year-old being able to demonstrate this kind of maturity & fluency; while I interacted with an adult who was unable to make the connection to substantiate. So, what does that tell?

About Identity (III) about Women

2010-10-17T20:19:00.004+08:00

The topic our group presented is on the Evolution of Identity of Singapore Women.

More shall appear in the Course Blog.
Some resources (media) that we used - series of songs identifed during the session are as followed. Indeed, it brings out the distinguishing difference (and progress) across the eras:

Songs:

Superwoman (1988) by Karyn White: Lyrics.
Pretty Woman by Roy Orbison: Lyrics.
I am Woman by Helen Reddy: Lyrics.

MP3 files of these sounds can be found at http://beemp3.com/

Mom's Song by Anita Renfroe

Dadsense by Anita Renfroe

Other references:

Socyberty. (5 April 2009).The Changing Role of Women in Society. Retrieved from http://socyberty.com/issues/the-changing-role-of-women-in-society/#ixzz12WWyjg1L
Marcia Reynolds. (27 June 2010). The Emerging Identity of Women. Retrieved from http://www.notjustthekitchen.com/money-finance/the-emerging-identity-of-women/
Jean Lee S.K. Kathleen Campbell & Audrey Chia. (1999). The 3 Paradoxes: Working Women in Singapore. Retrieved from http://www.postcolonialweb.org/singapore/gender/3paradoxes.html
EDB Singapore. (2 July 2009). The 1960s Singapore Economic Development Board. Retrieved from http://www.sedb.com/edb/sg/en_uk/index/about_edb/our_history/the_1960s.html
The Development of Education in Singapore since 1965
Background paper prepared for the Asia Education Study Tour for African Policy Makers, June 18 – 30, 2006
Singapore’s female entrepreneurs – are they different? Int. J. Entrepreneurship and Small Business, Vol. 5, Nos. 3/4, 2008

About Cultural Identity (II) Rojak

2010-10-17T19:24:00.003+08:00

It's a very nice and close-to-the-heart analogy... literally, from the bowl of rojak... it reminds us the 'good taste' in the hands of a good chef - to bring the different 'foreign entities' together.

I like the simple approach.. where the different 'components' that make up the rojak... isn't it the same as the different nationalities that make up our nation?

However, it does not necessary mean that we could just mix any fruits together. Good taste only come about by the appropriate portion of paste and the chef who mix the paste with the fruits, and the finishing (sprinkle peanuts on the rojak)!

Put it across in a simplistic manner: The paste resembles the programmes that are to be implemented while the chef is really the 'implementor' of the programme - the outcomes depend largely how it's delivered.

So, don't take for granted the 'uniquely' made in Singapore rojak :)

About Cultural Identity (I) Diwali commercial - Petronas

2010-10-17T19:05:00.002+08:00

This was shared by the Group 9 - to conclude the day of presentation (that lasted for 5 solid hours today. The topics revolved no other than topics on Identity & Multiculturalism.

This clip was an interesting one... which I think, it clearly illustrates what's going through in our youths' minds today. In fact, it touches on what another group talked about "Assimilation" vs "Multiculturalism" - what's happening today?

In the advertisement, the 4 young men actually 'adopted' what they considered as "hip". And that included creatively 'adopted' a new name "Andy" and "Sam". However, they were spotted by grandma who brought them back to reality!

Well, initially, I thought "Andy" would either run away or rudely replied his grandma to 'mind her own business'... haha... that's how I would stereotype those 'hip-hop' guys! Nevertheless, the storyline has proven me wrong! And grandma has no fear to correct "Sam"! (not anticipating any rude responses from him?), and she added "What a divine name!" hahaha....

There's hidden and deeper values to a seemingly entertaining advertisement.

About Relationships... a conversation...

2010-10-16T07:59:00.002+08:00

{in the middle of a conversation...}

ME: have a good breakfast... that helps :) er... not a too heavy one... else zzzzz monster will visit u
ACE: my breakfast is coming later....
ME: Have a cup of beverage that wakes u up :) into my 2nd cup of coffee this morning :)
ACE: O_O i tot it's not too good to have so much coffee O_O
ME: hehehe.... hm... proportional to age (I guess) hahaha.... it follows a linear graph hahahahhaahha
ACE: hahaha.. linear graph O_O eeek i wonder if i still rmb the way to do it ==
ME: oh... understanding what it means (esp the equation) helps :)
ACE: hmm
ME: hm.... y = mx + c. So, imagine the equation that represents number of cups of coffee we drink per day is.... y = 0.005 x where x is the age. oops! one could only drink a cup of coffee when reach the age of .... 200!!!! hahahaha..... oops! hope that's not confusing to you :)
ACE: O_O ooh i think i understand
Loh: hahah... Hm... maybe a more realistic equation would be y = 0.05 x (where y represents the number of cups of coffee) and x is the age
ACE: we must make y = 1. Is it O_O
ME: ah... then at what age, theoretically speaking when one is eligible for 1 cup of coffee
ACE: according to the equation or...
ME: .... (waiting for the "age') hehehe.....
ACE: 20
ME: :)
ACE: ooh i see...
ME: hahah... pretty easy hor
ACE: hmm then while drawing the graph i know c is the y-intercept and m is the gradient.. but what is y and x?
ME: x and y are any items that we want to create a relationship... ok... it sounds a bit vague. Use the earlier example, u notice we want to describe a relationship between age and no. of cups of coffee?
ACE: yup
Loh: so, we let y represents no. of cups and x represents age. So, to describe how x and y are related there are some 'facts' (that could be discovered through research). So, people realised that when one gets older, the number of cups of coffee also increases so it becomes y (no. of cups) = a description times x (age)
ACE: hmm..
Loh: the description is 'how fast'
ACE: i see.
ME: so, maybe research shows that it's 0.05 times the age then we describe it as y = 0.05 x
ACE: so the relationship is the when y increases x also increases.
ME: yes....
GRACE: ooh
Loh: remember the graph of y = 0.05x is moving upwards (from left to right of the graph paper) so, it's a positive relationship hm... we can also describe something else like...
ACE: oh
ME: amount of hair one has... as one ages.... ok... this case, we'll have something like from the age of 40 to 100 so guess how the graph would look like if y represents the amount of hair and x represents the age (age starting from 40) hahahah.....
ACE: hm... what is m ?
ME: :) of course, we are not talking about exceptional cases like those who shave their head.... hm... m is to describe how fast the hair drops... hahahhha.... or the rate that hair grows?
ACE: ...... so i can replace it with any number?
ME: 'cos as one gets older... the rate of hair growth also significantly reduced :) ah... u can place it with any number... then test out to see if it's logical
ACE: hmm... y=20x ?
ME: but before that, we'll have to ask ourselves... is the number going to increase or decrease as age increases
ACE: ok
ME: hm... so, if you look at y = 20x. it means as one grows older, the amount of hair would increase? (this is true when we look at... starting from baby to around the age of 40?)
ACE: ok. So if we change 20 to -20?
ME: good suggestion :) - implies getting lesser and lesser... however we can't have negative number of hair on the head. Hahahha..... the most we could go to is zero hair
ACE: so decrease the number? oh
ME: :) so... hm... here, the y-intercept might come in useful
ACE: O_O then now what O_O
ME: use what you have... maybe we can try something like y = -20x + 400. we add the y-intercept to make the relationship more realistic so, if one is 10 years old, does he have any hair?
ACE: hmm yeah 200
ME: :)
ACE: oohhh
ME: so, by the age of 40.... haha... nothing's left.
ACE: yup
ME: so it could be a special scenario whereby someone was struck with some sickness
and the equation could be used to describe the hair loss... which is, y = -20x + 400 well... this is a very simplistic way of describing relationships
ACE: i see thanks xD
ME: in real world... more complex... that's why we move into quadratic equations, etc....
:) Enjoy :)
ACE: i see tyty! :D

Sent at 7:48 AM on Saturday

New Media Consortium - Useful Sites

2010-09-25T20:16:00.002+08:00

Horizon Report Website: http://www.nmc.org/horizon
2010 Horizon Report: http://www.nmc.org/publications/2010-horizon-report
2010 Horizon Report in Summary (slides): http://prezi.com/fi15bceshelk/2010-horizon-report/
Navigator: http://navigator.nmc.org/
Horizon Report Wiki: http://horizon.wiki.nmc.org/tag
MIDEA: http://midea.nmc.org/
Challenge-Based Learning: An Approach for Our Time http://www.nmc.org/publications/challenge-based-learning

Education Technology Trend-spotting Forum (22 September 2010)

2010-09-25T15:00:00.006+08:00

The 2 invited speakers for the forum were Dr Larry Johnson and Dr Stephen Breslin

Some things that the 2 experts shared:
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Larry Johnson, CEO, New Media Consortium

7 Patterns of Technology

1. Computing in 3 Dimensions

e.g. Models that are generated and only possible to create 'virtually' and not realisatic in real world.

2. Games in Reality

Learning moves through games (this has been adopted in some countries for military training).

3. Keyboards are for Old People

Observation of more youths are using sms than email to send messages.
Communication is no longer limited to devices that come with keyboards.
Speech-to-text is one technology that is likely to take off in the very near future.
Touch technology has become more ubiquitous - e.g. use of multi-touch surfaces as well as iPad.
On the other hand, I agree with what Larry shared: The choice of device really depends on the purpose and/ or the kind of activity one carries out. For instance, the iPad could be an ideal device for reading because of its portability and storage. On the other hand, a decent device like a tablet or a laptop would still be the more appropriate device when keying in lots of text (e.g. preparing a report) despite the fact that iPad comes with a (virtual) keyboard. Every device has its natural fit. Another example: While a phone would allow one to access pages of text or read information from the websites, however, when it comes to reading books of hundreds of pages, the iPad would probably be the choice.

4. The Machine is US

The latest development was showcased in the 2009 TED show (Sixth Sense Technology)
Personally, I think the Sixth Sense technology is amazing, and it definitely possesses lots of potential mobile (or outdoor) learning. In particular, the ease to access information and the 'portability' of 'devices'.

5. Collective Intelligence is the new knowledge

The example given was about citizen journalism - when news is no longer dependent on one source, but people become participative and contributes to the virtual community via various means and platforms (e.g. twitter, facebook).
Moreover the latest news does not necessary come from the news station or reporters, but could be reported by anyone out there. Especially first hand footages (videoclips, photos, etc)

6. The Network is Everywhere

Networks are created in multiple platforms; serving different purposes.
The point I gather from this point is, information is embedded everywhere; it's really up to one's creativity and resourcefulness to tap on the information around and turn them into knowledge.
This is clearly illustrated in the example about the use of the photos posted in Flickr to help 'define' the boundary of the country.
On the other hand, by analysing the photos posted at the various locations, and using the timestamps, experts could analyse the photos to study certain migration patterns.
Well, the examples are amazing, isn't it?

7. The People are the Network

It's about social networking, if I remember correctly.
Using Facebook as an example, again, it's about teasing useful related information from the network of responses. Hm... unfortunately but still, can't quite make out the link between the advantage of the looking through those who share the common interest (through the 'like' button') to teaching and learning yet.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Stephen Breslin, CEO of FutureLab

(a) Emerging Technology Trends

1. Continuation of Moore's Law

Massive decrease in cost and massive increase in computing power

2. Once per decade disruption

shift from networked to ubiquitous computing

3. Computing as BioScience

4. Cosmetic psycho-pharmacology

Smart drugs and cognitive enhancement

5. Invasive and non-invasive brain/machine interfaces

6. 3D printing and printable electronics

the capacity to print bespoke mechatronic devices

7. Artificial intelligence remains hard

Semantic web technology augments capacity of intelligent analysis and synthesis of information

8. Large scale systems of systems

complex system less well-understood, cost of failure increases

(b) Beyond Current Horizon (BCH)

Stephen also shared some of the implications of the findings from the research:

1. Education is a futures facing activity

assumptions about the future underpin all levels of education activity

2. Challenging Existing Assumptions

e.g. continued progress towards a universal technology-rich, global knowledge economy.

3. Explore alternative Future

Possible - what could be
Probable - what is likely to be
Preferable - what ought to be

4. Education futures work should aim to challenge assumptions rather than present defintive predictions

5. The future is not determined by its technology

6. Thinking about the future involves politics

7. Education has a range of responsibilities that need to be reflected in visions of its future.

In a way, I fully agree with the point that we need to challenge the assumptions - the assumptions of how future looks like, and what is needed in the future - in terms of the skill sets that's needed for survival in the future. When the set of 21st century skills were drawn up, it's based on the trends and the 'extraplotted' 'predications' which are based on our experiences. So, how close is it going to be?

On the other hand, Stephen also reminded us that "We are the Agents of our Own Future". So, we determine how the future looks like, what the future needs... and then we engineer it accordingly.

Haha... well, both points seem to contradict each other a little, but also complement each other!

Another important reminder from him... I thought it was very useful: The emphasis should be "What makes good learning" rather than looking at technology. Fully agree! We could have the best technology in hand, however, without sound pedagogy, it would not be able to put to good use to bring about the desirable change or impact. So, its success still lies in the hands of the curriculum designer!

He also gently shared the UK government's effort in building schools of the future - the key to the entire exercise is... People Matters - Practice and Mindset determine what changes and eventually unfolds - in terms of the learning experiences of the learners.

3 challenges were posted:

Should education continue to be organised around the unit of the individual learner?
Should schools retain its dominant position in assumptions about educational futures?
Should preparation for competition within a knowledge economy remain a primary goal for education?

Creating the Digital Divide

2010-09-25T14:10:00.004+08:00

Quote directly from Wikipedia:
The digital divide refers to the gap between people with effective access to digital and information technology, and those with very limited or no access at all. It includes the imbalance both in physical access to technology and the resources and skills needed to effectively participate as a digital citizen. knowledge divide, both reflecting the access of various social groupings to information and knowledge, typically gender, income, race, and by location.

"Digital Divide" was first used to describe the gap, the difference in terms of accessibility to technology. I think it started off as a comparison between countries where technology - in terms of availability and accessibility to computing devices; and it's more often than not, between developed and developing countries.

Lots of effort have been put in to narrow the digital divide - philanthropic organisations and even technology companies to come up with solutions for countries that face issues like electricity so that children are not deprived from access to technology and the world wide web.

On the other hand, today, digital divide no longer just refers to the provision and accessibility of the devices or internet, it's looking at how technology is deployed and how it is used!

Indeed, I think we are now at a juncture - to widen or to narrow the "digital divide".
At least 2 things to look into, in terms of addressing to today's "digital divide" - How we use technology, in particular, our learners; and What devices are we using?

To remain ahead of the rest... I guess, one has no choice, but to create the "digital divide"...

What's Next in the classroom????

2010-09-25T08:12:00.003+08:00

Attended a talk 2 days ago.

2 leading experts in educational technology were invited to give talk about their views on the progress and direction of future technology use in teaching and learning.

Well, I guess many of us are hoping that they could share with us what they glaze through the crystal ball.
Hm... somehow, personally, I could not quite get the answer... maybe we are at the 'future' technological world?

Indeed, about 20 years ago, client-based application was the emerging 'technology', and we looked for innovative ways to use them in schools - as productivity tool, primarily in the early years before a more important 'role' came clear - to benefit the learners' experience.

When IT was first introduced to school (ok... let's put the subject "Computer Applications" aside), it's a novelty, especially when introduced to the academic staff. (Apart from the senior management) The administrative dept was the first to have access, the first to use the email system. When email was first introduced to the academic staff , only the selected few (think no more than 5) were given the email account. Ha! Still remember that kind of "privileged" look my colleague wore on her face. The rest of us? Hm... that envy look. Oh, I only received my email account almost together with the rest. That was when IT was first introduced to the academic staff - through email.

Then through the 1st Masterplan, when internet use was still at the infancy stage (at schools), client-based applications was at the centre-stage. "Teacher-centred" way of using technology was encouraged and the 'trailblazers' were the one who took the lead to use in classrooms. By then, LCD projectors started to make their way to every classroom.

The "Client-based applications" reign lasted for long, and it faced a challenge - to cope with the need for widespread accessibility; and eventually we turned to networked technology. The internet suddenly became so accessible to everybody in the school (but... not quite yet for students). Of course, a handful of schools also started experimenting 1-to-1 computing environment. There were successful cases, there were those who decided to return to the where most schools were, due to challenges.

It was almost a 10 good years before Web 2.0 applications to take centre-stage. I think, there are lots of push factors for this is due to global changes. It's a recogition of the way today's learners learn, and what they are prepared for. Now, in many schools, it's not difficult to hear about web 2.0 technologies playing a role in classrooms. While we are now immersing, 'enjoying' and leveraging on the features and capabilities of web 2.0 environment, the question is... What's next?

Networked technology is here to stay. No matter what. Even if we are moving away from the computer.
It's about "CONNECTEDNESS"... whether via the computer, the mobile phone... or any devices.
It's so powerful.

Somehow, from the talk, "Social Network" seems to be the next wave... OK, we know that social networking platforms like Facebook, Ning, MySpace have made their presence felt and they are growing in an unimaginable rate. But, really, how to leverage such a platform for learning... When I say learning, I'm referring to we are able to capture that process and learners can revisit, to recap what they go through and apply the content generated to their tests or exams. OK, I might sound 'narrow'... there's so much to learn from, learn with and learn through the social network. The benefits is a whole long list... well, back on 'earth', back in 'school', at the end of the day, we want something that is also tangible... er... 'concrete' in some sense.

So, are we expecting to see "Social Network" going to be the predominant technology in the learning environment in the next couple of years to come?

Hm... I think, it would be nice to see examples of lessons leveraging on this environment to value-add the learning experience... I think I'm looking at 'direct benefits'...

Experimenting with ProjectLive3D

2010-09-19T20:28:00.003+08:00

Chanced upon this website: http://www.projectlive3d.com/
I think it's a research tool. To participate, one just need a Google Account.

Pretty interesting... and definitely exciting for the user because we know that we are contributing to the construction of the 3-dimensional look of the map!

To do this, one needs a photo of a building/ structure. Then identify area to be 'mapped' onto the googlemap. Pretty easy to do.

As for teaching and learning, it's still quite obvious for meaningful integration, although we would usually thought of Geogaphy (because of GoogeMap/Earth) and Mathematisc (because it deals with shapes).

The next step is... to find a natural fit into the subject topic...

Talking Postcards - Lesson Ideas

2010-09-19T18:05:00.004+08:00

Got this idea when attended a ICT-related session in the Hongkong University, where the speaker shared the use of some simple tools for language learning.

I can't quite remember the actual activity being shared... but certainly, it's got to do with Mac applications like Photo Booth or iPhoto's album.

Anyway, a few ideas generated from this... that I thought would be useful for Language learning, for obvious reasons...

Activity 1: Building Vocabulary List

Possible subject implementation: Any subjects that could have a list of new words that students should master (the use of the subject language).
E.g. English Language, Mother Tongue Language, History, Geography, Science, ADMT and Mathematics.

In this activity, each student would learn a new word/ phrase/ idiom/ proverbs, etc (that could be related to a topic or a genre).
He/She would find out the meaning of the word, figure out the pronunication of the word and an example how this word could be used in (various) contexts.
He/She would also find a picture that could depict the meaning of the word.
Using KeyNote (or something equivalent), student could add text (i.e. the explanation of word) to the picture. Convert the final picture (with text) to an image.
Using QuickTime Player, he/she could record the following: Pronunication of the word, read out the meaning (which is already added to the image) and verbally describe an example how the word could be used.
Using iMovie, the end product (clips) from all students could be compiled to become a "thematic vocabulary" book. Alternatively, each clip could be uploaded into a blog which is delicated for this topic. Hence it could be a compilation.

When the end product is posted online or compiled as a final movie clip, it could be shared so that everyone could have access learn from each other (coooperative learning).

An added advantage of posting in the blog is where they could also further explain the words (when need to) or add examples to the help each other understand even better.

Activity 2: Reading/Oral Activity

The activity gets students to describe pictures, which is one component in the language oral examination.
Possible Subject Implementation: English Language, Mother Tongue Languages

Given a picture (e.g. a postcard), students to describe it according to the key areas outlined by the teacher (the scaffold).
Students to identify 5 key words (e.g. adjectives or verbs) that are significant in the description.
Using KeyNote (or something equivalent), student could add text (i.e. the explanation of word) to the picture. Convert the final picture (with text) into an image.
Using QuickTime Player, he/she could record the description of the postcard.
Using iMovie, the end product (clips) from all students could be compiled to become a 'talking' picture book. Alternatively, each clip could be uploaded into a blog which is delicated for this topic. Hence it could be a compilation.

When the end product is posted online or compiled as a final movie clip, it could be shared so that everyone could have access learn from each other (coooperative learning).

An added advantage of posting in the blog is where they could also further explain the words (when need to) or add examples to the help each other understand even better.

Online Resources from Singapore NLB

2010-09-19T17:52:00.002+08:00

Received a circular on the databases that NLB recently rolled out nationwide. What I like was, it's so generous that it doesn't even require any login at all!

The resources are very rich (as I mentioned to my colleagues)... and we could get something for almost all the subjects.

What I marvel was the archives of newspapers articles, dated back to the 1800s! Wow! Way before Singapore's independence.

In fact, I think, the newspapers archive would definitely set a very authentic stage/ context for our students as they go through what happened in THOSE SIGNIFICANT dates!

For instance, I pull out 2 articles on the day just after Singapore declared independent! The emotions, the reactions from the different parties. Hey, our learners could really immerse in the emotions! And at the same time, 'hear' the different perspectives.
Also, with the exact date of significant events happening in Singapore, we could read and have a good picture of the day! An example could be the riots that happen in Singapore!

The generous sharing of the images/ pictures are definitely going to benefit the Humanities learning - not just history, but also geography - the changes in the landscapes, etc.

For English

Think about the recent topic on "Advertisement"! Let's compare what was the 'style' of advertisement as compared to what we have nowadays!
Of course, also the use of Headlines... to reflect emotions in writing, etc.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
It's so hard to find good information about Singapore on the Internet!

National Online Repository of the Arts (NORA)
Digitalised works in the literary, performing and visual arts by prominent Singapore artists

Example 1:
Literary Art: Hokkien Mee by Ovidia Yu
http://econtent.elibraryhub.com/SHC/Singapore%20Pages/NORA/Literature/Drama/Ovidia%20Yu%20-%20Hokkien%20Mee.pdf
Example 2:
Literary Art (Poetry): 象外象 ; 面具小贩 ; 皮影戏 ; 搬家记 by Wong Yoon Wah
http://mms.elibraryhub.com/SHC/Singapore%20Pages/NORA/NORA_Wang%20Runhua%20shi%20xuan.pdf
Example 3:
Visual Art (Painting): East Coast Vendor by Georgette Chen
http://mms.elibraryhub.com/SHC/Singapore%20Pages/NORA/Georgette%20Chen_East%20Coast%20Vendor_1961.jpg
Example 4:
Performing Arts (Music): Yuletide Symphony : [audio recording, excerpts] by Paul Abisheganaden
http://mms.elibraryhub.com/SHC/Singapore%20Pages/NORA/Yuletide.wma

NewspaperSG
A fully searchable online archive of Singapore news which offers users access to a host of newspaper titles, dating back to 1831

Example 1:
Straits Times Article dated 10 August 1965: Singapore is Out
http://newspapers.nl.sg/Digitised/Article/straitstimes19650810.2.3.aspx
Example 2:
Straits Times Article dated 10 August 1965: What it means
http://newspapers.nl.sg/Digitised/Page/straitstimes19650810.1.1.aspx
Example 3:
Straits Times Article dated 22 July 1964: Appeal for Calm
http://newspapers.nl.sg/Digitised/Article/straitstimes19640722.2.2.aspx

Singapore Digitised Books
NLB's rare collection and British Library's Oriental & India Office Collection

Singapore Infopedia
An online encyclopedia of Singapore places, people and customs

Example 1:
Malay Villages in the North
http://infopedia.nl.sg/articles/SIP_397_2005-02-02.html
Example 2:
World Gourmet Summit
http://infopedia.nl.sg/articles/SIP_415_2005-01-19.html
Example 3:
Jurong reclamation
http://infopedia.nl.sg/articles/SIP_1076_2010-05-14.html
Example 4:
Youth Olympic Games
http://infopedia.nl.sg/articles/SIP_1695_2010-07-23.html

Singapore National Album of Pictures (SNAP)
A Singapore image bank which is open to Flickr, allowing users to post their own images

Example 1:
Portrait of Lim Boon Seng (Headshot)
http://snap.nl.sg/details/Lim%20Bo%20Seng%20Memorial0011%20%5BBonny%5D.html
Example 2:
Pulau Ubin quarry
http://snap.nl.sg/details/PulauUbin%20Quarry%20%5BBonny%5D.html
Example 3:
Attap huts and children (general view)
http://snap.nl.sg/details/080000790.html

Web Archive Singapore (WAS)
Reflects Sinagpore life on the web, capturing websites of historical value

Example 1:
Speak Good English Movement
http://was.nl.sg/details/www.goodenglish.org.sg.html
Example 2:
The Artists Village
http://was.nl.sg/details/www.tav.org.sg.html
Example 3:
No place like home: a cyberbook by Kenneth Y T Lim
http://was.nl.sg/details/homepage.mac.com.voyager.NoPlace.frameless.html.html
Example 4:
10 litres of water a day
http://was.nl.sg/details/www.sec.org.sg.10litrechallenge.html

No login is required for the above.
Check out the National Library Board Website!

NLB's eResources offer access to an impressive collection of eDatabases and eBooks covering every possible subject area from a global perspective.
NLB eResources are available FREE to all who register at http://www.eresources.nlb.gov.sg/

Reference Point: NLB's remote reference enquiry service provides answers to queries, suggest search strategies and guide you to relevant and useful resources.

Information Management

2010-09-18T22:12:00.003+08:00

A couple of weeks ago, in one of the presentations to the group of visitors, I was asked,
"How do your students manage so many blogs that they created or they needed to access for learning?"

Well, it's a good question. Especially for those of us find it challenging to keep track of the many webpages out there. Oh, what's more we are talking about managing information related to learning! So, simple bookmarking the pages is no longer enough to help manage the information generated.

Let's recall how do we manage information in those good old days:

Information is organised as chapters in books.
Within the chapter there are pages.
We can also insert physical bookmarks to indicate where we stop 'halfway'.

In the early days when we start using computers:

Information is organised in files (be it word document, spreadsheet, powerpoint presentation, PDF Files, etc)
Then we organise related files in folders (which is equivalent to assembling as a book).
Even when it comes to webpages, we tend to organise with the Site Map which goes by "Chapters" (i.e. sections).

When it comes to web 2.0 technology, the use of tags and labels has started to replace specific pages to organise information. For instance, when it comes to blogs, one good way to organise related posts would be using labels.

Indeed, we discussed about this in our subject preparation time because the subject uses the blog regularly for learning activities throughout the year. Posts of various natures are put up - exercise, quizzes, information, students' work. As the posts are arranged in chronological order, so it is kind of challenging to adopt the conventional way of grouping the different kinds of posts.

So, labeling comes in very handy! Each post could be labelled with the topic first. In this case, when we filter, we would be able to surface all the posts related to the particular topic. This would be quite similar to what we 'traditionally' get :) Apart from this, we could also label students' work differently (e.g. eLearning Activity 1). In this way, we could easily siever out those work we are looking out for - for checking or discussion :)

It's a whole new way of organising information :)

(e.g. http://sstclass101maths.blogspot.com/)

Sharing by ADE @ SOTA on 16 Sep 2010

2010-09-16T16:46:00.007+08:00

Something gathered from the 2-hour session...

Through creative arts, students able to express ideas differently.

Example 1:
Action Trailer "workpiece" by student

animation, accompanied by similar-to "Mission Impossible" sound track
Movie import into Garageband

Example 2: "Lively" storybook
Turn book into scripts... and turn into movie

Students write the script, then they narrate story
'insert' real characters (students) into 'environment' (drawn background)
Students acted out the characters, expressions

Example 3: Splat Painting

Student being a "weather forecaster"... as they comment, the background - world map 'weather indications' changes, charts as background to make their reading/ narration meaningful.

Scaffolds...

Why do you choose to do a splat painting?
What emotions do you portray in your painting?
What colours did you use in your painting?
What do the colours represent?

Example 4: Creating Digital Children Storybook

Children's book published into a iMovie
Students' drawing + narration .... turn into a story book
Given a topic, students carry out research and put their findings into a story. They then draw pictures to express it in the form of story. Then, using iMovie to record the pictures, with narration - end product: Digital story book

Example 5: "I Miss Home" by Maya & Zoe

Students play (guitar) and sing the poem... composition of music to express themselves
Applications: Garageband

Changing a Move's Genre

Activity: Use iMovie to change the genre of the Horton Hears a Who trailer.

Example 6:

Origins: Humans explain their origins in different ways

Idea: Interviewer... interviewing people all over the world about their religion.
Start with the globe, map from Singapore to the various countries - interviewer to interviewee (dressed in the traditional attire), with image representative of country.

~~~~~~~~~~~~~~~~~~~~~~~~~

Some Thoughts:

1. Useful for language subjects... in terms of contextualising the conversation or text

2. Does the teacher really need to know how to use the software? Or is knowing what features available and the affordances would be enough? ...

(to be continued...)

Continue... (18 Sep)

3. The examples were work by students that take hours to come up with the end-product.

What do I gather from these works?

Students definitely love to work with media applications - which is the same regardless primary school kids or the secondary teenagers.
On the other hand, how much time to be devoted into the production is considered as being reasonable, and not taken up too much time from the learning - curriculum-related knowledge and skill acquisition process? I wonder.
What's the emphasis of the learning? I think it depends on the key understanding and skills of "that" subject or topic.
Apart from the multimedia aspects, what else & how else have they done differently with other applications? I would love to know...

New Media in Education Fiesta (20100907, Day 2)

2010-09-07T06:03:00.007+08:00

Signed up for the workshop at 8 am.
It's the first time attending a virtual workshop... I guess it would be a good opportunity to experience it before moving on to consider 2nd life as a possible learning space.

Indeed, this notion first appeared in 2009 Term 1 when we were working on some publicity stuff for the school... considering it's a 'hip' thing... nevertheless, after some considerations, the idea was withheld.

The workshop I signed up this morning... "Use of Collaborative Tagging through Diigo to Promote Independent Online Research amongst Student" by Alicia Poo Peng Peng (aliciapoo2010@gmail.com).

Thought this would be the first "window" to open - to learn how others have used SecondLife in Teaching & Learning (This is precisely my objective of participating in this whole event). Synposis from the NMiEF event at http://www.mediaplaylab.sg/nmief/:

This paper investigates the potential of using Diigo to encourage interdependent online research among Economics students through the use of collaborative tagging.
The prevalent rise of various information repository and social networking platforms such as Google, Facebook and Moodle has provided vast opportunities for collaborative and interactive learning for both educators and learners of the current era.
Simultaneously, the tremendous rate at which knowledge and information has grown for the past decade has been astounding.
This poses challenge for any serious learner or researcher who wants to continually engage in research to renew his or her knowledge and keep abreast of the latest empirical developments and observations in relation to what is acquired theoretically.
The need to effectively sift out, organise and archive critical updated information is even more significant for A-Level Economics students who require supporting real world data, facts and observation for rigorous essays’ analysis.
Given the tight curriculum and the numerous commitment faced by a typical junior college student, researching into every topic of relevant interest for Economics is impractical and results in wastage due to the duplication of research efforts.
Hence, this has brought us to examine the possibility of exploiting the Diigo platform for a collaborative research experience that maximises research efforts and outcomes among students.
This research project explores how the Diigo platform offering the online tools for quick annotation, highlight, archival and the adding of sticky notes of comments directly to online research materials fosters a social information network rich in collaborative research and self directed learning.

Now... awaiting for the lecture to begin (6:36 am)

~~~~~~~~~~~~~
Agenda

Introduction to Diggo Platform
Research Problem
Implementation
Research Outcomes & Recommendation

What is Diggo?

http://www.diigo.com/
Highlight, bookmark, sticky note functions

Convenient Highlight Feature on Online Activities
Add a Sticky note feature on Online Activities
Tagging Feature of Online Articles to Enable Efficient Archival and Faster Retrieval

Why is there a need to promote interdependent online research among economics students?

A comparison between the use of Google and Diigo
Teacher's observation:
The school compiles all relevant and important theories and examples for us, personal research is not important.
Even if research is necessary, I thnk it is more efficient ot conduct it personally.
Most essays written by students are theoretical
Students carry out research in an adhoc manner
Lack of organisation
Absence of sharing & collaboration for research efforts among students

Tapping on selected features of Diigo

Research: Annotate. Archive. Organize
Group Knowledge Repository: Share & Comment
Personal Learning Network: interact with others on content of interest

Implementation Approach

Identification of topics (that students need to research on)
List of prescribed websites

Findings of Research

Majority of students engage in little or no research (self directed/ mutual) despite knowing the importance of research
A high proportion of students (about 70%) will use the group repository for major exams like A Level
Most significant factors hindering intent and effort for mutual research

~~~~~~~~~~~~~

Think this is a platform worth exploring. In fact, think it has high potential and relevance in our context, especially when it comes to managing online materials... will follow-up on this :)

New Media in Education Fiesta (20100906, Day 1)

2010-09-06T06:19:00.010+08:00

organised by Innova Junior College

Was quite excited over this event as it gives me the opportunity to 'wonder' in SecondLife. Haha... it was as if I don't already have one! (Indeed, I think I spend more time online than talking, in any day... unless I have no internet access! Oops! Yes, one could say, I'm addicted to the Internet... as I hop in not just for work, also for my leisure).
3 of us (Aurelius, Aidil & me) attended the same event.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Keynote 1: Learning in the Digital Age (by Erin Reilly)

Synposis from
This talk will examine students’ daily practices situated within their learning ecologies and hence are dynamically interrelated to their existing conditions, infrastructures of place, and technologies. Although the classroom and interaction among teachers and learners is at the core of this ecology, research has shown that adults’ and kids’ worlds are co-constituted, suggesting that school, after-school, home, and online places are all organic parts of the ecosystem. There will be discussion on how the focus of literacy has changed from individual expression to community involvement where creative manifestation and active participation are the hallmark.

Some key points gathered from the talk:

(A) A framework was presented:

It describes the 3 stages that one would go through when given ubiquitous access to others (via the internet, when they are soically connected). The way they interact has changed. The purpose would evolved. It's like progressing from a novice stage to an amateur stage.

(B) Next is something we heard over and over again in the recent years, the change in the way 'routines' are carried out...

Reading a Book VS Reading a Trans-Media

Writing Alone VS Networked Writing

Memorising Formula VS Gaming as Problem Solving

Indeed, this is very true.

Take reading as an example. "Books" are no longer just limited to text and images when technology comes into the picture. Take the Channel NewsAsia website that I like to go to. There are videoclips (snippets from the TV news), there is polling features when sometimes they wanted to get feedback from the reader. There is also distribution feature where the reader could further broadcast selected articles to the others via other platforms like Facebook or Twitter. So, the entire 'reading' experience has changed. The reader is no longer passive, but could also play an active role to respond according to his/her own opinion.

Writing activities have certainly evolved from "self proprietory" to "shared and collaboration". Writing on a piece of paper has allowed one to "own" the full ownership - the creation. However, often it's one-perspective usually. With technology, I guess, the first stage of evolution took place was the introduction of "comments" features with the word processor. The first step to make it interactive, when someone could respond to the writer - to correct or to comment. The next turning point, I think is the idea of collaborative writing was made possibly through wiki! There, the collaboration, the building-on each others' thinking takes place in a borderless manner. Multiple readers, multiple-respondents (writers). One no longer in full control of the writing, the direction of the writing could just change because of the different perspectives and background, experiences that each writer brings to the 'table'. Nowadays, it's no longer just 'wiki', but many Web 2.0 tools that could facilitate networked writing in various look-and-feel.

The project was introduced to the participants. Its key focus is on the 4Cs. Connect. Communicate. Create. Collaborate.

(D) Question: "Conservative with Content" VS "Radical" in approach

A photo of the entrance to the school computer lab/ library with a notice pasted on the door was shown to the participants. It read:

"Social Networking Sites (e.g. MySpace, Facebook) is no longer available on this Friday"

Haha... does that sound familiar?

So, is there anything wrong with this message?
What was the motivation behind this action?
What's the impact going to be like?
What's the reaction(s) from the students?
Does this really 'solve' the 'problem'

Lots of questions crossed our minds, isn't it? It goes back to... Social Networking is here to stay... So, how do we 'live in peace' with it and leverage on what it could bring to our everyday life.

Indeed, we recently 'blocked' Facebook because students were indulged in it... and have been 'dropping' by to play games. But this is only to buy time to educate the users. In fact, if we continue to 'block' everything, we are always in the firefighting end and it's bound to be a losing battle. No worth spending the time and effort in this.

(F) Participatory Learning Characteristics

The following diagram shows the 5 elements essential for participatory learning:

Indeed, if we look at it... it's commonsensical... for today's learning, we recognise that "Partcipatory learning" makes up the major mode of learning.

Authenticity: This has been something we emphasize alot in the school's approach - the connectedness - not just linking to real world (i.e. the environment), but also linking to oneself. This connection bridges the meaning of learning to what's intended for the learner.

Creativity: I forget who Erin Reilly spoke about "Creativity"... I think, creativity comes from both teacher and the learner. The teacher no longer can hold on to the old toolkit - the same 'strategies' used to deliver a lesson does not necessary bring out the desired (expected) impact/ effect that he/she would see in a conventional classroom. Indeed, if we look at cooperative learning strategies - it could be seen as a 'bridge' (of teaching strategies) of the old way (downloading mode) to today's preferred mode (interaction and collaboration). However, that set of strategies have to be modified in order to leverage on the environment. The same 'old' Cooperative Strategies have to change in order to fit into the technologically-pervasive environment. Hence, it calls for the teachers' creativity to create a new learner experience. Apart from this, because of the new environment and approach, learners are given more space and more stimulas to be even more creative :)

Co-configured Expertise: Teachers are no longer the sole knowledge provider. No... and I think there's no point for us to retain much of the theories we learnt in our head. These knowledge now are so easily available out there. So, what's the role of the teacher? Yes, that's why in recent years, the role of teachers has slowly (though not fully successful) to become facilitators - the one who show the learners the direction, provide the scaffold for them to seek the knowledge and construct knowledge. Well, expect the learners to be even smarter than who we are... so, what we could bring to this entire experience is our experience and foresightedness.

Motivation & Engagement - putting the right pieces together - the attitudes, the capabilities and setting the right context, that pitch at the right level. That motivates and engages. Imagine, when we talk about statistics and trends, use everyday examples that they are FAMILIAR with so that they could make connection and participate... Stocks and Insurance matters are not in their radar screen yet.

Learning Ecosystem - I guess it's really about putting everything together to create the environment - physical and affective aspects, with the necessary support structure - that is conducive to bring about the processes, to cultivate the kind of culture.

(G) Are you a ... MEDIA MASTER?

Check out our "Global Kids"...

Remixer?
Gamer?
Blogger?
Social Networker?
Cell Phone Addict?

The skills needed in classroom vs the skills needed in the workplace. How aligned they are?

"Teaching of Skill does not matter. but the disposition"

Side note:
About the Experience - Well, this is the first SecondLife Talk that I attended... Though it is life, it's kind of funny to watch an avatar talking to the crowd. We could only 'feel' the presence of the speaker via the voice... there isn't much we could gather from the facial expression, the eye contact... these important elements are missing.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Keynote 2: Learning in New Media Blended Environments (by Dr Tan Beng Kiang)

Synposis: Learning does not just happen in classrooms in a teaching-centered paradigm. As educators, we know the importance of other modes of learning such as experiential learning, peer learning, collaborative leanring and the importantce of learning out of classroomswith field trips to different spatial context. With technological advancement of new media,

How do we leverage on it to enrich learning?
How do we "blend" new media to our physical space?
Is there a need for balance between learning in brick-and-mortar space and total virtual environment?
Is there a need for balance between high tech and high touch?

From the keynote:

1. Learning from passive to active (trends):

Collaborative learning
Experiential learning
Participatory/ Collective Learning

Spatial Context: different stimulas. With new media advancement:

2D & 3D platforms
more affordable
more pervasive

2D refers to platforms like blogs and facebook while 3D refers to platforms like WOW, SecondLife (social networking, commerce), Google Earth 3D (info)
Single user immersive virtual reality environment - Heritage
Multi-user online virtual world - Educational & Heritage (e.g. Forbidden City, Lourve Museum)

Some examples of collaborative learning:

1. Experiential Learning:

Sungei Buloh Wireless Trail
UNPC and barcode
Dr Tan commented that it has the right concept but encounters hardware issue; and therefore it was not natural. Indeed, technology distracts learning.

2. Experiential Engagement

Characteristic: One learns according to one's onw interest at one's own time
E.g. Leeum Museum in Seoul, Korea - device used is non-intrusive (infra)
Ubiquitous Museum (http://map.elp.or.jp/umm.html)

3. Experimental Learning (Scenario)

Physical environment as live teaching materials
Imagine you can place 'invisible ost" of text, pictures or videos on real world buildings and objects

4. D-touch Visual Markers

The importance of being able to put down all points at the same time and organise ideas
participatory and collective
Connecting Physical and virtual space
Mirrored Message Wall: Social media to connect people at different geographical locations, a space for sharing collected thoughts

4. 3D AmiLab with GermaniumWeb

POEM: Place-oriented embodied media project
http://www.germanium3d.com/

Last but not least...

Know WHAT to teach
Know HOW you teach
Know WHY you teach (goal)

Me in SecondLife

2010-09-04T06:40:00.001+08:00

This is my very first avatar in SecondLife... haha... Have not done any touch-up yet... except changing the pair of shoes...

Looks pleasing, at least... with the dark long locks and that unbelievably tiny waist... except that it doesn't look Asian (which I still prefer that) haha... :)

Indeed, it isn't the first time I come across SecondLife. 2 years ago, there's this interest to explore the potential of SecondLife in Teaching and Learning. Think the Consultancy section introduced this to the Principals and at PD section, Soh Tin also took the lead to bring in Kenneth from NIE to introduce it to us. In fact, I have a blog post for this too! Sharing on 2nd Life & Pedagogical Benefits (10 Sep 2008)

It's a new move to explore learning... Guess there are lots of potential in it... except that we've yet found the right key to open the door that shows us how it could do in an effective, yet practical manner (which includes the amount of time and effort), making it worth every single cent and amount of effort put in.

Happy Teachers' Day... delicating to all...

2010-09-01T08:12:00.003+08:00

Geography Lesson @ S1-01: Demographic Transition Model

2010-08-26T13:46:00.011+08:00

Attended the lesson by Aurelius this afternoon. It was the 2nd time... er I should say the 3rd time I heard about similar thing - Population Pyramid and the Demographic Transition Model (DTM). Thanks to James, too :) The preliminary introduction of the big topic during the meeting :)

The purpose is not just a lesson visit to see how lessons could be further sharpened, but also for us to learn and possibly surface good classroom practices. Hence, it's also part of my learning journey :)

The lesson started off by helping students to understand what it meant by "Trend". I was still quite puzzle over why the teacher needed to take length to explain the word. Well, I think that's where I learnt that it's important to explain the words with a relevant context even though it might be just a simple word.

For example, in Maths, we ask students to observe trends or patterns established by numbers. However, in this subject, to describe a trend, it's more than words, but in broad areas like "form", "functionalities". It seems to be a different kind of 'animal' in another subject.

1. Understanding of Trend... with Phone as an example

The Form

"Old phones are bulkier and newer phones are much more smaller and light"
TR: What else do you see in the outlook?
The screens of the newer phone gets bigger.
The old phone - keypads are big big while the new ones touch touch
The new ones are more stylish ?

Functions

Nowadays have lots of functions like internet... now only can call

2. Next, looking at Population Pyramid:

Congo

So, there were so much to get out of the population pyramid!
Not just superificial information based on comparison of the bars. There were so much to get out of it, when breaking the pyramid into 3 tiers!

Here were some questions and responses. Indeed, I was impressed by some of the questions and responses from the students :)

TR: Tell me what's the birth rate like for Congo?
High Infant mortality rate
TR: What group are we talking at the middle tier?
Death Rate.
Ties back to the field work out there
Harsh brought up a possible observation (which could probably be used to argue about the trend) that it could be in the past that the birth rate was not that high. Hence, resulting the concave shape

Next, by comparing the birth rate of India and Congo; both countries have high birth rate; but India's might not be as high

Another question was asked:
Which group actually has a larger group of people in the society working?

For India, the change of population from one group to another (upwards) is quite minimal, as compared to Congo.
By comparing the "tip" of each pyramid, one is able to tell people from which country live longer.

Other observations of low birth rate:

Because living standard is high, and therefore have less children.
Does it mean that in a develop country, the country will spend less in infant or children?
The parents tend to spend more money on the children because they have less children.
So, it doesn't necessary mean there's less money spend on infants.

Into the next activity, which was to draw distinguishing features of both developed and less developed countries throuh 3 pictures (which broadly focused on transport, standard of living and infrastructure). I think it would be easier for students to remember if these 3 broad areas were articulated at the start of the task. Some responses from students include:

The road is pretty rough and that means the government might have spent less money in its infrastructure.
The picture with a truck carrying more people - Soh Fan: Because the population was very dense. The crowd in the tiny truck. So, it means that they don't have money to spend on taxis.
Ziying: Why is it that while the country is poor, there's such high birth rate
Mayur: It's because the survival rate of their children is low

Moving on to the Demographic Transition Model

Here's an interesting explanation about the DTM?

Stage 1: High birth rate & High Death Rate (e.g. tribal society)
Stage 2: With a bit of technology, but people still cling to their culture... better living, better food... need people to work... so still high population, and birth rate start to grow
Stage 3: Start to have stage 3, death rate has dropped... death rate is low... however, birth rate starts to drop
Stage 4: Standard of living has gone up, people also doesn't want to bear so much children.

Maths Lesson @ S1-03 - Relationship between 2 Linear Graphs and a Quadratic Graph

2010-08-24T10:40:00.007+08:00

Today attended the lesson by Jason... which led the students to see what the link between 2 linear equations with a quadratic equation.

The scaffold came through several activities:

(1) The first activity of this lesson is to find a linear equation when given 2 points.

Question
If A (2, -2) and B (-2, 4), find the equation of the line AB.
And hence, state the value of the x-intercpet and y-intercept.

Students were able to use the formula to find the gradient using the formula,
(y2-y1)/(x2-x1), which is - 3/2.

One question from the student was...
"when m could be written as 6/(-4) and subsequently (-3)/2.
So, does it matter where the negative sign is? Is it with numerator or the denominator?"
Hm... while the response to the student was, "It doesn't matter..."
Well, I think it's where the students always get confuse over... at any level.
So, would writing - 3/2 helps? Maybe... when the negative sign belongs to the entire fraction 3/2.

It was also noted that students were introduced to the fact that the y-intercept can be expressed as (0, c) that is, when the x coordinate is zero.
Well, this is an important concept that students must understand.

To find the y-intercept, it was quite obvious that students knew that they would substitute any of the coordinate to the "half-found" equation: y = -3/2 x + c

(2) Indeed, I enjoyed the next part of the activity :) an interesting one - getting students to learn the 'beauty' of expressing the equation in the form of x/a + y/b = 1

I could not recall my teacher was able to explain so clearly what's the significance of expressing a linear equation in the form x/a + y/b = 1
Hm... I think this was introduced in Secondary 3 Additional Mathematics then. The key deliverable at this point, I guess is leading the students to be able to how the x- and y-intercepts could be so well represented in an equation expressed in the form of x/a + y/b = 1

The process to elicit responses from students really made their minds spin. Hahah...

The best part is really asking the students "Why" the a is the intercept and why b is the y-intercept... and how they derive the explanation through application of the following concepts and solve algebraically:

what happens to the equation when the line cuts the y axis (i.e. to find the y-intercept)? i.e. x coordinate = 0, hence y = b.
similarly, to show why a is the x intercept. The same concept applies: when the line cuts x axis, the value of y is zero. Hence x/a + 0/b = 1; therefore, x = a.

It really required them to have solid understanding of the intercepts (i.e. the y-coordinate of the x-intercept is zero while x coordinate of the y-intercept is zero, too).

It sounds easy, but definitely not something simple for a 13-year old mind who just started to touch-base with the Cartesian Coordinate Geometry.
Indeed, I'm really curious to find out how many in the class would be able to explain...

(3) The 3rd part was something new to me... which did not cross my mind in the past until the recent discussion when Sarah proposed the possibility of looking at the relationship between linear lines and parabolas, focusing at the roots.

In fact, I like it very much... it's like gaining enlightenment at this age - making new discovery in what I was familiar with!

Students observation, for students to the relationships of lines passing through the same point:
What kind of lines pass through the point (-2, 0)?

What kind of gradient and y-intercepts do we get?

2 linear equations contributed by students:

y = x + 2 [root = -2]
y = x - 4 [root = 4]
y = (x + 2)(x - 4) [roots = -2 and 4]

Why is the roots (x-intercepts) of the straight lines are the same as the roots of the parabola?
I guess that's where technology came in very handy that allows students to see how the lines coincide with each other.

Of course, the other part was when students were guided to check out the "signs" of the gradient and y-intercepts at the 4 different quadrants.

By the way, I wonder, after this first introduction, how many students were able to explain the process they went through in this activity.
~~~~~~~~~~~~~~~~~~~~~~~
All in all, I enjoyed this very energetic lesson :)

The explanation was clear... though it's a bit quick in the pace.
On the other hand, I think too much things were packed into this 1-hour lesson.
Perhaps some breathing space for the students to attempt some tasks would help to check their understanding.

"Mashing" the Learning Journey

2010-06-20T09:11:00.009+08:00

In a recent trip to Japan, I attempted to do a "full scale" documentation of the observations of the trip with both blog and googlemap (including several other elements) - to figure out how massive it is if we were to do one for potential upcoming study trips.

In general, the following were incorporated to create the entire 'sensation':
- Blog
- Images (using digital camera)
- Video clips (using digital camera)
- Movie editing tools like iMovie, Windows Movie Maker
- Internet links (for information)
- Search tools (to find out background of places before traveling)
- GoogleMap (to mark down the places of visit)
- Online Image storage platform like PICASA
- Online Video storage platform like YouTube

Pre-trip Preparation:
1. Knowing the itinerary is critical as this would decide the format and the layout of the documentation.
- The general concept of the structure should be ready before any work is done electronically. Else, it would be massive and messy to re-organise the information and media at the end of the trip. Of course, we also leave room for refinement along the way.
2. Deciding on the choice of platforms. For instance, I like to use Google suite because most applications are interlinked (Blog, PICASA, GoogleMap)
3a. Setting up the blog - to decide what should be in the main blog and what else appear in delicated pages or appear in the widget.
3b. Setting up the GoogleMap - to decide what to be reflected in the map. Indeed, it would be great if we could reflect the flow of the trip in the map, too.
4. Input the known information into the blog first. This includes
- Creating the Googlemap specially for the trip & marking the places on the map
- Embedding the Googlemap in a delicated page in the blog
- Creating the relevant widgets and put in the relevant links

During the Trip:
1. Take lots of images - depending on the use of these images - unless they are meant for print in posters or magazines - Image of resolution about 2MB would be more than enough
2. Take video clips - each not longer than 1 minute, they could be stitched with movie editing software. This would reduce the 'bulkness' of the clip.
3. Download (from the digital camera) images and videoclips regularly (e.g. once a day) to organise and categorise when necessary.
4. Upload the images into the online image storage platform and organise further into smaller albums for the ease to manage.
5. Identify videos that are relevant and related - stitch them together and upload to online media storage platform regularly.
6. Select the more significant or representing images to be put up in the blog.
7. Embed the respective online photo albums and embed it as slideshow in the blog.

To 'announce' the completion of the blog, insert the "addthis" feature to the blog. Upon completion, share the blog via Twitter and Facebook :D

Here is an example of the map created for the recent trip:
The blog that goes with this map could be found at
http://lohky-tohoku.blogspot.com

View 2010 Tohoku, Japan in a larger map

GCCCE 2010 Paper Presentation for W06

2010-06-06T15:49:00.008+08:00

Would not have thought of presenting any paper in a Conference that's targeted mainly for the "Chinese World" of Educators - but it happened. So, it once proved again, its the relevance that overrule the medium of communication (Mandarin vs English).

Indeed, I think many a time, because we were so exposed to the articles and educators in the English speaking world, we were pretty ignorant of the vast amount of work carried out in the Chinese-speaking world. Yes, look at the papers that were presented in the conference! On the other hand, it's through this one-time experience that made me wonder... does this group of educators do things differently, as compared to those in the English-speaking world?

Things that could be better...

I guess, it's really a matter of expectation and preparedness - which was 'shaped' over time and our previous experiences when presenting papers in conferences - be it big or small.
What would cross one's mind when one is told it is a Workshop? The physical layout, settings (including equipment) would definitely be different! One would not expect it to be a tutorial set-up with rows of chairs and tables lined up in straight rows. That defeat the objective and the strategies that people would normally employ in workshops!
It's the engagement level that one looks out for - participation is one of the key highlights, what's more if it's an ICT-enabled workshop! (Hahaha... I could find my ex-ETO self coming back again!). Unfortunately, there seemed to be disalignment in expectations, and perhaps interpretation of what a workshop entails! {sigh...}
I guess nothing got more frustrated when the enquiries went nowhere... it went like a ping-pong ball that bounced around because there was no 'ownership' or clear direction on management of enquiries by the organiser! {another sigh...}
Well, of course, the last assumption we had was the event took place in NIE! Hahaha... We presume the event 'must' be taking place in NIE since NIE is the co-organiser. Nevertheless, we were lucky to have the logistic personnel in NIE to assist. Phew! Else, we'll be late too!
Indeed, not knowing that there was a chairperson assigned to the session (oh yes, we were not told), we started at 1.35 pm about 5 minutes before the organiser (and his team of people came in). Hahah... in chinese, we really 喧宾夺主. It's both unforgetable to us as well as the organiser, I believe.

This is the 2nd time presenting a paper that is related to the use of Web 2.0 applications and platform. Indeed, it's a collaborative effort with Ching Ya - to share good practices we have in SST, in particular, for this conference, those that were implemented in the Chinese Language subject. It's heartening to be able to surface good practices within just 6 months.

Here's the Blog that host the information and materials prepared specially for this occasion: http://sst-20100601.blogspot.com/; http://sst-20100601.blogspot.com/p/blog-page.html

Glogster (II) Further Exploration

2010-06-06T08:12:00.009+08:00

Revisited Glogster this morning,hoping to generate some good ideas that could bring this tool/ application into teaching and learning... but I think, at this point, is still very much for the 'creation' - as an end-product. While explorating, I discover that some features are really very easy to use - that helps in the user experience! Of course, there are also limitations (which I always find the excuse for it - because it's free! What more could we ask for?)

Of course, apart from just creating the Glog, I've also embedded it into the blog (which is habitual of me!), to go with further elaboration...

I think, one of the greatest advantage, as compared to direct upload to the blog is - one could layout several objects in the poster, and possibly making use of the non-standard text format. It certainly encourages creativity.

Illustration 1: Using photographs to create an digital poster, to be accompanied with text. One could also select appropriate text and images (including animation) to create the 'ambience' and enhance the "message" in the presentation.

Illustration 2: A video clip is embedded into the poster, with appropriate text. The additions around the 'key' components enhances the context of the content.

One potential activity: Students capturing acts of goodwill - a description, followed by one's own response to what's observed. Images and clips speak a thousand words.

Glogster has made it quite easy to upload video clips - as it allows one to copy the link of clips that are already uploaded to media repositories like YouTube. The only thing which is not obvious is, after clicking at the 'upload' button, one doesn't know whether the operation is activated or not until the image/ video clip appears in the uploaded window.

One other aspect - layout - it's limited to portrait only. There is no way to change the final display (in blog) by editing the size under the html environment. It simply conforms to portrait and 're-size' accordingly.

Glogster - an exploration

2010-05-30T00:29:00.004+08:00

Chanced upon this new online application while checking out (inside ThinkQuest) for an ADE who worked in Suzhou - Glory Goh, a Singaporean who was also an ex-Teacher, currently working in the Dulwich College Suzhou.

There comes Glogster! It seems to be an dynamic poster application! See what I've created... We could add animation, and even multimedia clips (e.g. video, audio) to the poster as well! Oh yes, we could also upload our own files (including images and clips!)

An interesting productivity tool to consider!

Try click and hold down at the images - We could enlarge the images uploaded to the poster!

Something that I realised it could not work with - at this point of time - i.e. Keying in of Chinese characters... it failed miserably - although 'accepting' the keying in process, the characters were not displayed. Of course, the poster remains 'portrait'.

ThinkQuest.Org - a collaborative platform

2010-05-29T21:07:00.006+08:00

My first encounter with the word "ThinkQuest" was almost a decade ago... Yes, which many local educators came to know it as a competition (er... a competition portal, too? I guess). Its fundamental challengs are: to work collaboratively with someone from another country, to come up with an educational website. Yup, collaboration was the key word then, I gathered.

It never came acrosss as a portal until last year when Mr Chua shared in one of the EXCO/ SLE meetings, to consider for project work... again... it was somehow forgotten, over time and shelved... Hahaha... I could imagine the degree of disappointment of not even taking a good look at it before KIV-ing it. Well, we have moved into using Google... and it's intentional not bring in another portal... again, not quite fair to it, without actually evaluating what it offers!?
[Anyway, I think no lose... till now... after we've evaluated the portal for another purpose]

So, why dig it out and talk about it? Well, well, well... it's all being 'NEED-driven'. I guess, this makes a difference! In terms of assessing its features to match the needs. I guess, this is when I learn - appreciate the purpose the platform/application serves before criticising what it is lack of. Yesterday, Mrs Chew reminded me of the analogy - do not ask for Chinese food in an Indian restaurant. Yes! It was a good one - if I want to eat Chinese food, I'll sure be disappointed when my demands not met - however, forgetting that I was in the wrong place! I step into the Indian restaurant because I wanted something that's specific that only the restaurant serves!

The same analogy applies here! Basically, the purpose of the ThinkQuest platform is to facilitate collaboration - working on a project together. Notice I added the word "Project"? Well, the purpose of adding this word is to differentiate the kind of collaborative activities that we talk about in a classroom - not so instantaneous. It's a co-contribution of ideas and materials, hence making the content enriching, and of course, the kind of 'sharing' & 'collaborating' experience of students who might not have even meet each other.

If we look at the platform, indeed, it has all that's necessary:

creation of pages and posts (which are equivalent to wikis and blogs!)
uploading and sharing of images and media files - which is definitely very useful.
the tracking feature enables the teacher track students' participation
other features like messages are useful too...

I like it being highly flexible, enable me to move and organise the various components in the page and across the pages very easily. It is very helpful - which enable us to customise the sections, hence, providing scaffolds to students too!

Being an international platform, that's where it provides and creates opportunities for collaboration, even if one does not have any partners out there at all. It's simply an online platform that encourages the community to interact and work together.

So, back to the Indian restaurant analogy. So, now we know what this "Indian" restaurant offers, it's good to think how to leverage on its features :D

Quite like the components and structures the platform provides... while it does not provide fanciful look and feel (e.g. wall papers, etc) - which is not the key thing either, it allows one to focus on what to accomplish for the task :D

More importantly, this platform works in China!!! and therefore would be a great platform for students in both Singapore and China come together :D

Video Conference Call with Macau Educators

2010-05-28T10:18:00.010+08:00

It was a pretty exciting experience - at 2 levels:

Having the opportunity to share our "fruits" with overseas partners in an interactive manner via the virtual space
Immerse in the "video conference call" experience

It was on 19 May 2010, when we (Ching Ya & myself) did our very first SST video conference call to interact with overseas educators.

In the past, I had experience a couple of voice-only conference call. Well, frankly speaking, it's just like having more than 2 parties doing a telephone conversation. I think the only challenge is knowing who's speaking - as there're more than one party involved. Yes, it could be rude when one interrupts. It could also be confusing if 2 other parties sound similar!

For those who have done video skype might think our experience is trivial 小巫见大巫. But I guess, no matter how small a step, it's deem as a giant step if it's the first time :D Moreover, it's not just video conference, but copied with screen sharing! It's the entire presentation package!

Indeed, thanks to Apple for this opportunity - inviting us to share our learning points and the use of technology in learning in our 5-month journey. I think, apart from getting the platform to showcase the good work we have done so far, it's also the experience of using the online communication technology in an integrated seamless manner :D

The preparation, one might think it's simple... but things to take note include:

Having a stable connnection between the event venue at Macau and SST in Singapore! Indeed, in SST alone, we tested 2 venues - the staff room where my workstation is, as well as the Meeting Room, which landed up as our choice. We learnt that no matter what, cable connection is still most stable. A definite NO to the mobile connection dongle (which in the first place, is not made for that purpose).
For connection purpose, I created an AOL account so that I could use connect via this account in iChat. Well, these are the little technicalities.
Other little things to observe includes background/foreground lighting, voice projection.
The choice of projection of materials - whether it's through screen sharing or via the iChat share feature - it makes a difference.
We also learnt that it takes about 5 seconds for the screen to be 'stablise' (especially when switching and scrolling of screen is involved) before talking... otherwise... we would really sound like a 'broken record'! hahah...

Of course, to be able to manage all-of-the-above technicalities, we have Shin Fatt, Jiunn Hao and Timothy (from Macau) to thank! Else, the entire transmission process would not have been so smooth :D

Indeed, there were several phases to the entire sharing/presentation package:

Virtual greetings via the video chat - at least we know how the environment that the participants are seated - ah! we notice they all had a macbook in front of them! The room also seemed to be dominated by men! Well, like it or not, having a visual impression makes a difference to a presenter... otherwise would be like a 盲头苍蝇.
Setting the context to provide the background of SST, as well as our approach on ICT integration in the school. This was done through the keynote presentation which was projected via screen sharing.
Showcase of students' work via Blog - which we did some 'switches' in-between... between the blog pages and websites we showed, as well as the videoclips (accessed and shown via the Macau connection.
Switching back to Video chat for a short Q&A session.

Preparation is critical to iron out the technical issues. It also provides the presenter an idea on areas need to look out for when presenting via this platform (e.g. speak slower, getting all the necessary information & screens ready prior the session).

As a whole, the experience was a great one :D

There are several things that we learnt through this experience:
http://sst-concall20100519.blogspot.com/

Number Devil (I) The First Night

2010-05-24T05:49:00.003+08:00

Reading this title, The Number Devil - a Mathematical Adventure, written by Hans Magnus Enzensherger... about a relationship that changes one's perpsective and attitude towards Mathematics.

It started with numbers... the most fundamental element in the numeric system.
How "1" has wonderfully introduced other numbers into to picture!

starting from 1 x 1 = 1
11 x 11 = 121 (where 2 is introduced)
111 x 111 = 12321 (where 3 is introduced)
Well, there are 2 things to observe:

The introduction of the 'new' number as the "size" of the number is increased (by a certain pattern)
The repeated pattern within the answer - the number reads the same from left to right or vice versa!

What happens when there are 9 "1"s?

111,111,111 x 111,111,111?
We would get 12345678987654321 (according to the pattern)
So is it true?

Then what's next? when we have 11 "1"s? Interesting!

Well, the calculator has failed us because it would not be able to display so many figures. How about the spreadsheet? (with more powerful processing rate?)

Well, there's what we get...

Is seeing believing? or do we rule by our left brain?
Hm... do you agree with what the computer has "said" from 111,111,111 x 111,111,111 onwards?

"Why Mathematics?"

2010-05-23T10:49:00.005+08:00

Was asked this question yesterday... "Why do you like Maths?"

I was caught off-guard! Hahahaha... It's the 1st time someone asked me this question.
I guess, if the question was asked in a different manner, "What subject you like most?" Then it would have been a much easier question to ask... That's Chinese Language (that comes its culture and history)... Which I would 'intensify' it to "Passion".

Having the passion in a subject does not necessary couple with fluency (although most of the time, one leads to another, or vice versa).

For a moment, I was trying to 'retrieve' the relevant pieces of information and organise them. Of course, because of the years of training, I realised what surfaced immediately were those responses that sound so 'politically' correct. Why Mathematics?

So, the first question is really, "Do I really like Mathematics?"
When it doesn't come with assessment and not bounded by the curriculum, the degree of 'like' would have escalated to "love", I guess. This certainly started off with good experiences since young.

Mathematics is a language. Yes, the 10 digits from 0 to 9 are simply powerful and wonderful!

Notice the patterns created by these 10 digits? (well, I'm only referring to the Hindu-Arabic numeration system). It could lead one into lost worlds, or worst still... a blackhole, a point of no return.
Just 10 digits, it could change the lives of people around! From early civilisations to today! With mathematics, there's how early civilisations came up with so many inventions that today's mankind still rely on!
The mathematics in nature! Mysterious and only Mother Nature knows the why...
The mathematical laws that reflect the behaviour of mankind & natural phenomenon.
The 10 digitals could make a difference to one's life! It could change one's life! one's experience! and even one's destiny!

Mathematics can create wonders... yet at the same time, it could play evil! It gives the best... and yet, it could give the worst.

Think about it... Life would be so dull if the Mathematical Language no longer exist...

Information Avalanche - extensive "connectivity" to blame?

2010-05-09T12:08:00.022+08:00

Social Networking platforms - Facebook, MySpace, Ning... just to name a few more commonly known ones. Indeed, there are many more... so what are they exactly?

Accordingly to Wikipedia...
A social network service focuses on building and reflecting of social networks or social relations among people, e.g., who share interests and/or activities. A social network service essentially consists of a representation of each user (often a profile), his/her social links, and a variety of additional services. Most social network services are web based and provide means for users to interact over the internet, such as e-mail and instant messaging. Although online community services are sometimes considered as a social network service in a broader sense, social network service usually means an individual-centered service whereas online community services are group-centered. Social networking sites allow users to share ideas, activities, events, and interests within their individual networks.
Source: http://en.wikipedia.org/wiki/Social_network_service (retrieved, 2010, May 9)

Indeed, any network, if we were to loosely define, would be a social network... if it allows people to keep in touch and know what's happening within the community (easily).

So, other platforms like microblogging (e.g. Twitter & Plurk) create its own social network, though it doesn't come with a comprehensive suite of features or capabilites. However, it has its unique purpose. Of course, others that are less 'interactive' also started joining in the game!

"Connectivity" is the big word, and also assumed a 'must-have' feature in majority of the platform - be it a simple or comprehensive platform. It is THE way to go - To get connected and to get information channelled from one platform to another so that one could cover as big an audience size as possible. It's this outreach capability that allows information to be swiftly disseminated.

Well, the varoius social networking platforms have made "life" easy for the user - to connect in just a couple of clicks. So, good or bad? When to tap on such feature, when not to? There are pros and cons...

Indeed, I experimented several platforms and 'tested' out the connectivitiy, to experience what and how it is like...

What are the platforms that I tested to link together:

Facebook
Blogger
Youtube
Twitter
Plurk

Let's examine the 'inter-relationship' amongst these platforms:

Blog and Facebook - I could broadcast my blog posts via the Facebook account so that the post reaches not just those visit (or follow) my blog, but also reaches people who are within my network in facebook. For example, recently, I put up a post About "Lesson Study" in my learning journey blog, because my facebook account was set up such it would draw updates from that blog, a comment was posted in my facebook page, and the blog post mirrored in the Notes section.
This is helpful especially when we want to keep a space for specific purpose (e.g. to collect and organise our thoughts according to some specific themes). The whole collection in the blog could kept its characteristics (i.e. to remain clean and intact) while giving the content a wider audience.
Indeed, if the purpose of the post is to gather feedback or inputs from others, it would have opened up additional channels for inputs. On the other hand, it also means one has to visit the 2 different sites to gather, and respond to queries should that arises.

as a comment in Facebook

under "My Notes"

Facebook and Youtube - This is another way to announce to the whole world of any video production. While we could invite others to subscribe to the Youtube Channels for updates, it's a less seamless way of sharing such resources. Hence, riding on Youtube's capability of linking and posting clips in Facebook, it announces (automatically) to a wider audience of new productions. Here's an example when the video clip on the annual track and field was posted in Facebook. Viewers could just watch the clip without having to leave Facebook at all!

Twitter and Facebook - In facebook, we could install the Twitter application which allows us to tweet witin facebook, with its post 'put up' in the 'external' Twitter Page, as well as a 'comment' within Facebook. It sounds ridiculous as of... Why don't post directly in Facebook?
On the other hand, Facebook is able to capture the tweets posted in Twitter and 'retweet' them as comments within Facebook. Hence, giving the message a wider audience. However, this is only useful in situations when we have 2 groups of audiences who belong to similar category (e.g. students) and we would liek the same message to reach out to them.
One clear advantage of this 'linking up' is when one needs to gather feedback or information from the audience - now the net is casted to a wider area.

Here's an example of the tweet being 'retweeted' in facebook and message was received from the 'friends' in Facebook.

Plurk and "Twitter and Facebook" - The same analysis for Twitter and Facebook applies to the Plurk and Facebook. Well, loosely speaking, Plurk is Twitter's equivalent. Short message platform that permits updates in multiple platforms. In other words, what's updated in Plurk could be re-posted in Twitter, similarly for Facebook.
However, for any follow-up discussion within the Plurk dialogue box will not be re-posted.

For example, the following (initial) post was updated in the Facebook and Twitter pages. However, any follow-up discussions were confined within the dialogue box.

When to link and when not to link?

To link - it's obvious when one wants to disseminate information in the quickest possible way. For instance, if I've linked Plurk with Twitter, and Twitter in Facebook, then a single post in Plurk would 'spreadsheet' the news to Twitter and Facebook! Of course, there's something I did not mentioned earlier, which is, within Blog, I could also embed the "update box" for Plurk and Twitter (just like what I did in this blog, bottom right); so it's a one to many function.

On the other hand, because of this multi-links, we are unlikely to preserve the unique nature of the platform, have it exclusive for selected kind of content/ context. Sometimes, certain platforms are used to serve a specific purpose - because of this 'multiple dissemination', it would lost its 'identity', to some extent, its 'privacy'.

One example is... I was quite used to use the 2 platforms quite freely - Twitter and Facebook - for communication/ interaction with friends - at a more private manner. Now, because of the occasion use of Facebook for lesson discussion, it becomes less appropriate for me to express my reactions and thoughts... and even so, I have to use clean and appropriate words - which often requires me to think through more in depth how to express it in a graceful manner. One could say, because of the convenient links, my privacy is compromised, to some extent.

Well, after the experimentation, I've now delinked the platforms. Let's see if they would 'return' to serve their 'initial' purpose...

So SINGAPORE Toons

2010-05-08T06:42:00.007+08:00

a book that I finished in less than half-an-hour... (What a miracle! hahaha...) Bought the book because it's filled with lots of cartoons, but little words... (that's my cup of tea!) More importantly, bought that book because I'm a Singaporean... it's about us! It's about Singapore!

(Image from connexion.sg website, retrieved 8 May 2010)

The book succinctly captured the characteristics of the Singapore culture, the Singaporean characteristics and mental model! Ha! That illustrates how powerful "simple" words and visuals can do! One other unique feature of this book, especially the beginning pages... the text came in 4 languages (fronted by English, followed by Chinese, Malay and Tamil - in summary). What a clever way to weave in our nation's emphasis of the racial harmony and understanding!

Described in the Connexion.Sg website: The So Singapore Toons book features a very vibrant and distinct Singapore culture in a tongue-in-cheek manner. Our common spaces with fun facts are highlighted in this book.

At appropriate junctures, there were questions for the reader to ponder (if the reader takes it seriously). Examples include...

Singapore was the second most competitive country in the world in 2007. Will Singapore be just as competitive 30 years later?
What kind of work do you do? What have you learnt? How does it changed in the last 5 years? Will it change gain in the next 5 years?
What kind of memories do you have of the people and places around you?
When was the last time you cheered for our national sportsman/sportswoman or Team

Indeed, the book also provides some vital statistics that we could use in Maths learning :D (of course, think deeper, it could be beyond Maths learning)

Singapore has a population of over 4.8 million people who spread across a land area of over 700 square kilometres.
We have 4 main ethnic groups. We support 10 main religions, as well as welcome global talent.
Singapore is amongs the 20 smallest countries in the world with a population density of 6857 people per square kilometre.
Nearly 9 out of 10 Singaporeans live in public housing flats.
64% of local respondents to a 2005 survey felt that hawker centres were unique to Sinapore. However, it was the tourist who felt more strongly about this: 90% said they were unique and 100% said they should be promoted as tourist attractions.
National library board posted in FY2006 that it has 1.94 million library members, 37.39 million library visitors, 28.83 million loans and 37.9 million electronic retrievals from their website.
Singapore consists fo 1 main island and 63 other tiny islands, most of which are uninhabited.
Singapore's population of over 4.8 million people comprises of 75% Chinese, 14% Malays, 8.9% Indians and 2.1% of other descent.
Singapore will have 200km of park connectors by 2012, which is longer than our coastline of 193 km.
Everyday, 5 million trips were made in public transport.
Sinapore has more than 3000 km of roads. Stretched from end to end, they can cover the distance from Singapore to Hongkong.
Singapore imported 358,177 tonnes of fruits in 2007. Per capita consumption of fruits in Singapore in 2007 was 72.3 kg.
The Singapore flag used in the National Day Parade is a large one at 501 square metres, about 4 times the size of a 4-room flat. It takes 30 men about 1 hour to prepare and attach the flag to the Chinook helicopter, which carries it at a constant speed of about 100 km/h.

About "Lesson Study"

2010-04-28T14:46:00.007+08:00

- sharing session by Dr Yap Ban Har

Jugyokenkyu: "Lesson Study" in Japanese

(I) 4 (to 5) Stages of Lesson Studies

Step 1: Study of Curriculum Materials

Study of the curriculum materials (existing as well as foreign materials)

Teachers discuss and debate how the lessons are taught.

By the end of the process, they will end up developing a lesson Plan

Lesson Study group usually comprises of a CORE "Lesson Planning Team", sometimes there are other Lesson Planning Team.

Stage 2: Research Lesson

During lesson study: Study by attending a RESEARCH Lesson - a 2nd opportunity to learn - during the research lesson. In some lesson study group, it's confined to the group invovled.

In some other schools, Lesson Research Lesson Participants may involve

- other teachers in the same school

- teachers from other schools

- NIE and MOE Staff

- Others

Stage 3: Post Lesson Discussion

People will discuss what's observed in the lesson.

Teachers begin to talk about "What if" (what if we do the lesson differently).

E.g. how to remove some of the hypothesize.

What if the lesson is done (differently) with a different group? (e.g. Higher ability group)

Everything is based on observation.

We see "this" when the students are doing an experiment.

"Literature Study" - go beyond academic-kind of literature; more often, into the actual practices.

Lesson study is a tool to learn something.

Action research is when one applies the expertise to solve problem.

Stage 4: Lesson Plan revision

This will end the lesson cycle...

When the teachers moved on the next cycle... they will be investigating the

Stage 0: Identifying the Research Theme

What the Research study group wants to get out of the lesson study (e.g. How to engage pupils better in the instructional programme; how to inculcate a problem solving culture). Once this is crafted, the various lesson study groups will be guided by this research theme. This is aligned to the school vision.

The research theme is designed to close the gap between the mission and the existing state.

Another reference would be the curriculum focus - eg. problem solving in Mathematics; Inquiry-based in Science.

A single research lessons; A unit of research lessons

Use the learning points in this particular lesson study and apply it in other lesson units.

(II) The Main Outcome: Professional Learning

The focus of lesson study is teachers' learning, not students' learning
To equip teachers with new insight and professional knowledge, to improve and teach better
Students outcomes are secondary [looking at impact created by teachers]

Lesson Study is an option...

3. There is a collaborative element

2. PD must be coherent; align to the demands of students they teach

1. It must be embedded in real authentic experiences

Lesson study does not take place in a weekly manner. Usually 1 lesson study per year... however, they will be invited to visit different classes. In Singapore school, usually it's carried out in one term.

(III) How does Lesson Study Look Like?

Define a broad school-wide research theme that focuses on desired student characteristics
Select a lesson study goal for mathematics/ level that is aligned with the school's research theme
Invite knowledgeable others (NIE Staff) to collaborate to enhance content knowledge, guide the thinking about student learning and provide support

(IV) How does Lesson Study Look Like?

Select a unit
Select a lesson topic
Write a lesson plan for research lesson based on research on the topic and teaching resources
Teach research lesson
Collect data on student lesson and thinking
Conduct post-lesson discussion based on data
Refine lesson plan based on discussion data

(V) Protocol

During post lesson discussion, always start with the research teacher to reflect first... so that he/she could describe what's not included or reflected in the lesson plan. It's also what he/ she has done that's different from what's described in the lesson plan.
Panel - describes the panel
Participants - to talk about the "what ifs"

Comparing PLURK (www.plurk.com) and TWITTER (www.twitter.com)

2010-04-25T06:06:00.019+08:00

In the recent months, started exploring this platform, PLURK (after a quick introduction by buddy Ching Ya). She started using it for her HCL lessons, and started to fell in love with it... probably because

It's really a new playground that not many have ventured into! ah! She's like Christopher Columbus, who discovered America, filled with excitement.
More importantly, the platform has presented to her the potential educational value :D This is not because it's a new or flashy tool, but it's after sound comparison and analysis :D

Plurk, according to wikipedia: Plurk is a free social networking and micro-blogging service that allows users to send updates (otherwise known as plurks) through short messages or links, which can be up to 140 text characters in length.

Description is similar to Twitter, according to wikipedia: Twitter is a social networking and microblogging service that enables its users to send and read messages known as tweets. Tweets are text-based posts of up to 140 characters displayed on the author's profile page and delivered to the author's subscribers who are known as followers.

One common characteristics between these 2 platforms are "140 characters" feature - which on one hand, it's deemed as a limitation, while on the other hand, it's an opportunity! (ah! The "2 sides to a coin" analogy applies here).

Limited with 140 characters, it means one could not express the thoughts in long stories, using flowery languages! So, it's not a good platform when one is expected to elaborate or deliberate on certain topics. It's not a place for one to 滔滔不绝，口若悬河。
On the other hand, 140 characters would be a good way to train one to express his ideas succinctly. Good training for summary writing. It's also a way when one starts to learn to make appropriate choices of words. Yes, there are people who love to beat around the bush... saying the same thing over and over again... there goes to 'air time'.
On the other hand, "140" characters has different significance - in different subject context. For instance, in both English Language and Mother Tongue Languages, it could be used to sharpen Summary skills? On the other hand, in Chinese Language, it could be a write-up like 阅读报告；读后感 which could reasonably amount up to 100 characters or so.

Well, how about other tools that allow users to comment? Quick examples: Blogs, Discussion Forum (including message board), Facebook 'wall'? Well, these are interactive platforms which allows the writer to go beyond 140 characters... so, you see, each platform has its strength. One would say, simply ask the writers to limit the number of characters in their inputs. Well, they could do manual count, however, it would be a painful process!. So, why not tap on the affordances of technology? Let the built-in feature to 'remind' writers that adhere to the requirement options :D

Both Plurk and Twitter require registration and login, hence one is 'identifiable' and hence is responsible for his own behaviour in that space, as there's a norm to follow (in that community).

3 features, that I observed, distinguish Plurk from Twitter are (i) "grouped" responses (ii) scaffolds (text) (iii) timeline. These additional features 'enhances' its educational value, as compared to twitter.

Indeed, look at it from another perspective, both are microblogging platforms - with its original objective/intent - to serve as a social interaction platform. The creators might not have thought of its role in education... it's WE, the educators who start to explore and creatively exploit the platforms to turn them into our advantage (hahahaha...)

"Grouped" responses: In the earlier days when we started using Twitter for our Professional Development workshop, one feature that we heavily tapped on is the "tagging" feature in Twitter - yes, it's like grouping. We have tags like #sstpd01 where all the inputs were consolidated for discussion. Hahah... It's like the state-of-the-art tool (especially when we introduced that to our trainers during the BSC workshops)! However, soon, we also discovered its shortcoming: Such tags do not last long. Meaning that, the tag will only remain active for about one week, afterwhich, if there isn't any active contribution using the same tag, the tweets will no longer be 'pulled' together. Hence manual archive is still necessary. In other words, the 'groups' are not permanent.

Here's an example: This tag #ade2010 comes alive since mid March this year, as it's specially set up for the class of 2010 Apple Distinguished Educators. To-date, after a month, it's still active because there is a constant flow of contributions from the various members in the community :D

retrieved on 25 April 2010, 7.43 am (Singapore time)

Here's an example to show Twitter's "non-permanence": Just one week ago, when we did the 'live-tweet' about the Parents Seminar held in the school, it was tagged #ParentSeminar. On that day, we were able to retrieve to consolidated tweets pertaining to the event.

However, as I returned this morning (one week later) to search for the tag #ParentSeminar, the consolidated tweets no longer exist.

Instead of using tags to 'group'/consolidate responses pertaining to a partiular topic, Plurk provides a 'dialogue box' where the respondents could input their responses to a particular topic.
The way it organised the inputs keeps the discussion going on and remain focused, rather than the respondents have to filter what's relevant to the topic or not. Yes, it's like those discussion forums where we could follow the threads - well organised.

The way it organises the inputs is similar to wall in Facebook. Of course, to keep the discussion focused and inputs short and sweet, this would be a better platform. Else, both are equivalent.
On the other hand, because Plurk doesn't come with too many other fanciful features, it is cleaner and deem to be more organised. So, sometimes, it's good to keep it simple :D

Here's an example when I posted a topic on how plurk could be used in teaching and learning. While inputs came in and parked under the topic, I could start plurks on other topics and continue my discussion with the respondents. Indeed, it generated a fair bit of inputs... and within 20 minutes, it generated more than 60 inputs :D

From the above, it's obvious to see that, it provides opportunities for respondents to build on each other's ideas or generate new talking points... cross fertilisation of ideas could be very powerful to generate new ideas.

Here's another example how we could use this... for consultation... or I would say, it creates an opportunity for peer learning and teaching (to some extent). Of course, how effective it is really depends on how we facilitate the 'discussion' and guide the learner through the thinking process.

Make a comparison to blog. The interactive platform engages the respondents through eliciting inputs from them (they are active), whereas in blogs, we can simply post the full set of solution. Indeed, shortly after this particular activity, the working were consolidated posted in the Maths blog.

Scaffolding Text: This is a feature which I thought it's pretty unique to be 'included' in a social networking/ microblogging platform. Indeed, it guides the user on the thought process, through his 'emotion' before before penning it down.

On the other hand, this 'scaffold' lands itself very well in language learning; also good for lessons or activities that aims at eliciting responses related to emotion, feelings... reflection... oh yes, the scaffolds also come in Chinese :D

Came across similar scaffolding features in another platform, "Knowledge Forum", whereby reesarch has also carried out to examine the impact of a structured 'online' approach (including scaffolds) on collaboration (over project work).

Another not-to-be-missed powerful feature is the TIMELINE. To many, the purpose of the timeline is to help retrieve conversations at a particular point (which I'm not aware that twitter allows that?). On the other hand, if we were to put it into educational use, in a structured manner, it helps to record, organise and keep track of observations.

In the context of social humanities or sciences, such observations could be put together to establish patterns over time (if recorded over a period of time) or to consolidate observations gathered from various remote locations.
In the context of narrative or descriptive writing, observations, feelings could be recorded and put together like a 'digital story' :D
Have not tested these ideas, but am very sure these are the some benefits it would generate - authentic learning & emotional connection > Personalised learning for enhanced learning experiences.

Adopt an Element!

2010-04-04T16:50:00.003+08:00

Here's another display on the noticeboard... this time, something to do with Science - the elements of a Periodic Table.

This could be just project accomplished by a few classes, with clear requirements (i.e. things to cover in the brochure) of the end-product. Of course, it's not just the 'scientific' aspect of the elements, but also linking each to its real world application :D

What I like is, the presentation of the brochures in the form of Periodic Table! By arranging and identifying when it should be (if the teacher has tasked the students to do so), it would have brought the learning to the next level... why are they arranged in that order? what significance? what patterns in terms of its reactivity could we tell from where they are? ....

Creativity in Art @ ISP

2010-04-04T16:02:00.003+08:00

Something that caught my attention while waiting to enter one of the rooms for a breakout session... Three giant displays of art, which are charcoal drawings... the uniqueness about this is, how the process that students went through before arriving at the final product we see...
Read on the task... it's about observation skills and creativity (imagination)...

Blogging about Learning...

2010-04-04T15:41:00.005+08:00

There's been quite a bit of backlog... since a month ago... have not been very consistent because time was 'consumed' by....

Well, lots of learning took place in the past 3 weeks... indeed, started even before attended the ADE Institute on 20 March. Oh yes! It started off on the Saturday evening, which was right just before Term 2 started.

The experience was good and had not gotten time to consolidate the learning... Several good things gathered from that 4.5 day experience. Will blog about it in the next one week before the images fade off...

What I accomplished just 10 minutes ago, were 2 blogs... both about my trip to Prague - the Apple Education Leadership Summit. Haha.... Yes, it's really a marathon, when I flew off the next day returned from the ADE Institute... and I'm glad to grab the chance to go! It offers a pretty different learning experience! The keynotes shared were good... at least there are a few to single out :D

Both blogs are learning blogs... learning about different things:

http://sst-applesummit2010.blogspot.com/ - this documents our learning in the summit... where the learning (more like what's delivered + our takeaways)
http://lohky-prague.blogspot.com/ - this is my travelogue, which records some of the things I learnt about the country... oh yes... through the interaction with people around, sometimes, that shape the impression, too!

...

In the process of blogging & putting up the images/photos... I realised the necessity to stick to one platform/application... to fulfill a certain intent... hahaha... I think that's one learning point too :D

Reflective Learning (I) Linking with Learning Theories...

2010-03-13T20:25:00.005+08:00

Title: Reflective Learning: Theory and Practice
by Deborah A Sugerman, Kathryn L Doherty, Daniel E Garvey, Michael A Gass

Picked up a book from the shelf... ah! one of the many new books waited to be picked (hahaha.... Those who know me, know why!). Suppose to keep me 'occupied' on the bus...

Started underlining and circling (though the bus journey was short)... here are some of the points (lifted directly from the chapter)

... Reflection is, "the process of creating and clarifying the meaning of experience (present or past) in terms of self".
The connection between experience, reflection, making meaning, and learning is clear.
Reflection is an essential part of the learning process because it can result in extracting meaning from the experience
Increasing participants' abilities to reflect requires a deeper understanding of how individuals process and manage intellectual information.
[Theory of Active Learning]... learners actively making connections between new material and previous knowledge and experience.
[Theory of Constructivism]... learning takes place within the context of current knowledge.
[Narrative Theory]... learning takes place through stories. These stories are created from experiences and give value to certain aspects of the experiences.
[Piaget]... the ability to learn is a result of 2 related factors: thinking process and thinking capacity.
Thinking process refers to the way information is obtained, organised and analysed in the brain.
[Gardner]... indivdiuals vary greatly in how they process information.
Thinking capacity... ability of learners to understand and make sense of learning is related to the capacity of their brain.
Learning theories suggest that recognising patterns and making connections between new material and previous experiences is the key to learning

Dewey's model of experiential learning:

Observe surrounding conditions
Obtain knowledge from recollection of past experiences
Gain judgement from observations and experiences

Pfeiffer & Jone's model of experiential learning:

Experiencing through participation in activity
Publishing, in the form of sharing, where learners share their observations and reactions
Processing, when learners engaged in discussions of patterns or themes
Generalising to form broad principles of how the world works
Applying through integrate one's learning into behaviour

David Kolb's experiential learning theory:

Experience is the beginning of learning
Following the experience is learner's reflection on what has occured/happened and gain clarity regarding the nature of the experience
Generalise by recognising the patterns of thinking - to make connections between what's gathered from this experience with other experiences
Tes new situations with the generalised information to make decisions about future experiences

Looking at the 3 learning theories presented in this capture, it's not difficult to find the commonalities - in terms of the various stages - Experience > Make Connections > Digest > "What's next"

The importance of being able to make connections with the learner's known experiences is emphasized in all... it's the 'hook' that's needed so that one could build on the fundamental blocks before 'branching' out to make new meanings.

Hm... isn't this what we've been talking - what's encapsulated in the big words "Applied Learning"?

OK... I only finished Chapter 1...

Out of the Box... in beliefs, in thoughts, in action...

2010-03-07T11:37:00.015+08:00

...this was circulated by a colleague...

To "Think out of the box" is not new in the local educational landscape at all... Many many years ago... (ah! the grandmother story begins...)... even before the "Blue Sky" talk about "Teach Less, Learn More"... Educators have been encouraged to "think out of the box", to think how to do things differently... in the light to seek improvements or better current practices.

I think, the biggest challenge is the environment... (if we were to unpack what it means by environment)

While it seems like the parameters in the school seems to be be within the control of the MOE/school administrators and leaders, it is not always the case... depending on which aspects of 'environment' we are looking at
Environment is not made up just by the physical infrastructure, it includes the people, the systems and structures around... and of course, the soul of the environment - the Culture.
The 'easiest' to manage (amongst all facets of environment) is the physical infrastructure aspect. For example, efforts of mp1 had successfully transformed conventional chalk-and-board classrooms to become classrooms that are fully wired and connected to the world. Similarly, to create learning spaces, to bring in state-of-the-art facilities, etc. These changes can take place, and could only take place, with huge $ investments.
The next, systems and structures could be both easy and challenging (for change to take place)... easy as it's possible (and easy to some extent) to establish the systems and structures; challenging, because what's planned would only come alive if the "people" element works. How long does it take for people to internalise the practices so that would make the new processes work. It takes time and perservence to reinforce to make it happen!
Last but not least, is the most challenging one - the people element. People, it includes beliefs, practices, behaviour... which eventually shapes the culture of the organisation.

People, perhaps I would say, human beings are the most complex and difficult-to-understand creature! hahaha... the "older" (the more experience) one is, the more challenging to pin-down to their beliefs sometimes... because of the many external (push-pull) factors out there...

There are those changes that could not take place (easily) because of the people factor - one's personal beliefs - Is it aligned to the direction of the organisation? There are 2 layers to it, at least - outcomes and processes (i.e. the way to get things done)

Outcomes (or more explicitly, Results), I think, there's no issue in terms of alignment.
It is the processes - "Many roads lead to Rome"... There are roads (paths) that are well-travelled - tested and proven to be safe! So, that's inside the "box"... these methods would guarantee results!
In an organisation that strives to change the experience, it calls for individuals (that make up the organisation) to think and deliver the processes in an "out-of-the-box" manner. I think, this is utmost challenging to those who want to stick to their good-old-ways! This is what I mean when I said "human beings are the most complex and difficult-to-understand creature!" If one doesn't believe in the potential of new ways that change the learners' experience, then why bother to migrate (from a 'standard' box) into this box? There's definitely a mismatch!

Perhaps, before one decides to migrate, one needs to think... why one wants to migrate from its current comfort zone...

Is it because the current box is not comfortable enough? It's not well furnish? Then when looking for a new box, what does one exactly looking at?
An enhanced version of the existing box? The choice of box matters. There are many out there... however, to make it comfortable, one has to stop making comparison and complain - because, the problem could lie on the individual! One has to play a part to adapt too! (To be fair to the box, you make the choice!)
If one intends to find space to experiment, however is not ready to leave one's 'old' beliefs and practices behind to be more open-minded, then perhaps one should forget migrating to this box that's full of 'holes' that require the butterflies to leave the comfort zone to expand the box virtually!

The box that provides the "out-of-the-box" experience is definitely not a place for those who are prisoners to their old beliefs and practices.

Well, all in all, I think the above applies to all of us... whenever we make the choice... whether being a learner... I choose this environment to pursue my passion... or being a professional... I choose to come to contribute (see, the word is contribute and not to just do the 'job')... I choose to change my path, because I believe that's what I'm looking for and I'll try my best to make a difference to the path... to participate wholeheartedly in the transformation process...

嘀嗒

2010-03-03T20:42:00.000+08:00

Wishing all a Prosperous Lunar New Year

2010-02-13T20:32:00.000+08:00